ERIC Number: EJ1467527
Record Type: Journal
Publication Date: 2025-Mar
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-8756-3894
EISSN: EISSN-1559-7075
Available Date: 2025-02-01
Flexible Assessment in Higher Education: A Comprehensive Review of Strategies and Implications
TechTrends: Linking Research and Practice to Improve Learning, v69 n2 p301-309 2025
The article highlights the growing significance of flexible assessment in higher education as institutions adapt to the increasingly diverse needs of their student populations. The demand for customizable educational experiences, heightened by the COVID-19 pandemic, has made flexibility in assessment essential for sustaining and improving student engagement, satisfaction, and outcomes. This review explores various strategies for implementing flexible assessment, including flexible tasks, formats, weighting, deadlines, feedback, and deliberate planning. It also addresses the challenges, such as choice overload and increased instructor workload, that can arise when flexibility is not carefully implemented. Through a comprehensive review of existing and recent research, the article reiterates the proven benefits of flexible assessment while offering evidence-based recommendations for effective implementation. It calls for further research to develop assessment practices that can contribute to a more adaptable and equitable assessment environment for today's modern learners.
Descriptors: College Faculty, College Students, Adaptive Testing, Alternative Assessment, Student Diversity, Student Satisfaction, Learner Engagement, Academic Achievement, Feedback (Response), Weighted Scores, Faculty Workload, Strategic Planning, Curriculum Implementation, Teacher Attitudes, Evaluation Methods
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1Virginia Tech, Blacksburg, USA; 2Virginia Tech, Burruss Hall, Blacksburg, USA