A combination of institutional requirements and research activity means health profession students receive many requests to complete evaluations or participate in research. This study aimed to understand pre-clinical medical students' perceptions and attitudes towards these requests. A prospective audit of evaluation and research requests to…

In the UK, all doctoral programmes are expected to include some form of periodic progression assessment, with individual institutions having autonomy to design and implement their own structures. Yet, despite the potential significance of this assessment to individual doctoral journeys, the design of progression assessment processes has previously…

Peer assessment training was motivated, developed and evaluated to address fairness in higher education group learning. Team-centric pedagogies, such as team-based learning have been shown to improve engagement and learning outcomes. For many instructors using teams, peer assessments are integral for monitoring team performance and ensuring…

Despite their widespread adoption and recognised benefits, rubrics have been critiqued for their potential misalignment with student needs. The voices of international students, who constitute a substantial portion of the higher education population, remain underrepresented. This study examines the perspectives of international undergraduate…

The aim of this study is to examine whether a preference for specific assessment methods in higher education is associated with personality and character strengths. Two-hundred and seventy Portuguese students completed a survey of character strengths, a Big Five personality test and their preference for each of six higher education assessment…

Rubrics are an assessment framework commonly employed in higher education settings; however, students can engage with and perceive them to be used in a variety of ways and with varying degrees of success. The aim of this research project was to explore these perceptions, to better understand how rubrics might be used to support students more…

This study explored the impact of gradeless assessment on student holistic development in higher education. By examining its influence on learning, motivation and engagement, the research addressed a gap in the literature and aligned with holistic education principles encompassing intellectual, emotional, social and physical well-being. Data from…

In response to dissatisfaction with testing cultures in higher education, programmatic assessment has been introduced as an alternative approach. Programmatic assessment involves the longitudinal collection of data points about student learning, aimed at continuous monitoring and feedback. High-stakes decisions are based on a multitude of data…

Assessment is a key learning tool to drive deep and sustained learning and develop lifelong learning skills. Individually, continuous assessments and adaptive assessments have demonstrated potential to positively impact learning. An opportunity to combine continuous and adaptive assessment to enhance learning potential within a physiotherapy…

It is assumed that a programmatic approach to assessment supports students' self-regulated learning (SRL). This study investigated students' perceptions of this assumed support. Using a multiple-case study design, this study examined students' perceptions in two distinct study programmes. In each case, first-year students were enrolled in an…

Student evaluations of teaching (SETs) are a ubiquitous feature of higher education. However, scholars have presented numerous challenges to the accuracy, validity, reliability and objectivity of SETs as a measure of teaching effectiveness. Given the potential for bias, the use of SETs in professional review may constitute a form of institutional…

Responding to calls for partnership among students and teachers in feedback and assessment, this study explores the question: "What do students and teaching staff talk about when they talk together about feedback and assessment?" We used reflexive thematic analysis to interpret 15 hours of conversation involving 14 students and 22 staff…

Assessment as learning (AaL) aims to develop students' metacognitive awareness of their learning process, and promote their academic study and self-regulated abilities. The study investigates the benefits and challenges perceived by students regarding the implementation of AaL strategies in a general writing course in a Chinese university. The…

This paper draws on staff and student consultations conducted during the development of Student Minds' University Mental Health Charter to identify five key tensions which can arise in assessment design and strategy when seeking to balance the wellbeing of students with pedagogical, practical and policy considerations. It highlights the need to…

This study argues for the importance of using the different evidence to assess and evaluate a key graduate skill -- collaboration. To do so, it investigates the experience of 356 first-year students in a blended course design and measures their collaborative patterns. Combining research methodologies from student approaches to learning and social…