Open research questions in Student Assessment and Feedback

What the literature leaves open

• First, it applies the model of professional development continuum to the Pakistani context and finds out that ITE assessment in its current form is insufficient to advance pre-service teachers to the stage of the continuum known as induction.

  Exploring the Role of Assessment for the Initial Teacher Education Programmes in Identifying Teacher Competencies and Professional Gaps · 2026 · DOI

• Based on the cross-cluster synthesis and the meta-interpretation of 35 years of research, this ISR offers the following recommendations to educators, evaluators, policymakers, institutions, and researchers and for improving interconnected domains of thesis evaluation, peer-reviewing, curriculum design, textbook development, assessment practices, teacher performance, admission benchmarks and assessment tools: • Strengthening evaluation systems begins with ensuring that standards are transparent, accessible, and consistently applied across institutions. This requires aligning evaluation criteria with internationally recognized benchmarks such as CEFR for language curricula, APA/MLA for academic writing, and COPE for peer-reviewing ethics. Transparency is further reinforced by documenting evaluation procedures, reviewer guidelines, and program outcomes, allowing institutions to maintain consistency, reduce ambiguity, and promote fairness across all levels of academic evaluation. • High-quality educational programs depend on strong alignment between curricula, textbooks, instructional practices, and assessment methods. Institutions are encouraged to adopt evidence-based textbook evaluation frameworks to guide material selection and development, ensuring that content is appropriate in scope, sequence, and skill progression. Regular curriculum audits help identify gaps in pacing, content load, and learning trajectories. Additionally, collecting and analyzing data on student performance, curriculum coverage, reviewer feedback, and program outcomes enables continuous improvement and supports data-driven revisions to curricula, teacher training, and institutional policies. • Improving assessment quality requires diversifying evaluation formats to include performance-based tasks, portfolios, and criterion-referenced assessments that more accurately capture student learning. Institutions should regularly review grading policies to address grade inflation and ensure that grades reflect student performance. Establishing monitoring systems to track grade distributions, assessment alignment, and instructional coverage helps maintain academic integrity and supports evidence-based decision-making at the program and institutional levels. • Robust quality assurance depends on establishing internal review committees that oversee thesis evaluation, peer-reviewing processes, and program implementation. Effective systems also incorporate feedback loops that allow students, instructors, and reviewers to report inconsistencies or systemic issues. Strengthening evaluator expertise is essential; therefore, institutions should provide structured training in assessment literacy, evaluation methodology, curriculum alignment, research-methodology evaluation, and ethical reviewing practices. As academic ecosystems evolve, emerging areas such as digital peer reviewing, AI-supported assessment, online thesis supervision, and remote curriculum delivery warrant further investigation and integration into institutional evaluation frameworks. Page | 55 An Integrative Systematic Review of Studies Across Diverse Educational Evaluation Domains • Advancing evaluation practices requires sustained collaboration among researchers, ministries, and educational institutions to develop shared frameworks and unified standards. Multi-institutional studies are essential for validating findings across diverse contexts and reducing reliance on single-site evidence. Comparative research that examines evaluation practices across Arab and international settings can illuminate regional strengths and gaps, while targeted studies in underrepresented Arab regions and institutions help build a more inclusive and comprehensive understanding of evaluation systems across the Arab world.

  An Integrative Systematic Review of Studies Across Diverse Educational Evaluation Domains · 2026 · DOI

• International from Uganda. Journal of Educational Development 19(1) 99- 111 in Kisige, A., Ezati, A. B., & Kagoda, A. M. (2021). Teacher preparation by universities: Internal stakeholders’ perception of teacher education curriculum and Kyambogo universities. African Institute of Research: Education Quarterly Reviews, 4(1), 71–81. in Makerere content McKinney, J., & Lugg, C. (2020). The role of policy in educational assessment reform in Africa. Journal of African Higher Education, 3(2), 22–38. Muhwezi, I., Kurgat, S., & Ssekamatte, D. (2022). Teacher practices in the implementation of the new business subjects curriculum in Uganda: A case of selected secondary schools in Kabale District. Canadian Journal of Educational and Social Studies, 2(4), 56–70. Mukama, M. (2020). The impact of digital tools on student engagement in Ugandan higher education.

  The Mediating Role of Assessment Policy Implementation in Enhancing the Relationship between Teaching and Learning in Public Universities in Central Uganda · 2026 · DOI

• Future research should explore how AI-driven tools can integrate with evidence-based frameworks to further enhance fairness and efficiency, while maintaining faculty oversight.

  Development of Standardized Guidelines for Post-Exam Adjustments in Medical Education Assessments · 2026 · DOI

• Future studies would benefit from interviewing teachers so that the scope and depth of their use of policy documents could be examined. L1–Educational Studies in Language and Literature, 17(Open Issue), 1–30.

  Navigating assessment practices in a high-trust context: the relationship between self-efficacy for classroom assessment and policy engagement in Norway · 2026 · DOI

• Originality:This investigation extends Alonzo’s (2016) framework to the context of Indonesian EFL, systematically identifying demographic and institutional elements that affect AfL literacy, an area that has been rarely examined in educational research within Southeast Asia.

  Factors Influencing English Teachers’ Literacy in Assessment for Learning · 2026 · DOI

• To further improve inclusivity, the Padlet supervision model can incorporate well-being and accessibility resources, such as links to mental health support, time management tools, and study skills guides for diverse learners. Addressing students’ holistic needs promotes both academic progress and a sense of belonging (Thijm, 2023). Peer collaboration could also be expanded. By creating shared Padlets for reading or writing groups, students can exchange resources and summaries, fostering community and mutual accountability. This approach aligns with evidence that peer learning enhances engagement and identity as researchers (Rashid et al., 2019). Finally, embedding short reflective prompts such as ‘Which feedback this week helped you progress most?’ could deepen feedback literacy (Winstone & Carless, 2019) and strengthen students’ sense of mattering within their academic network.

  Streamline dissertation supervision using Padlet · 2026 · DOI

• There are two key recommendations for SAL development. Firstly, to ensure programmatic SAL development rather than engaging in modular or stand-alone interventions. Programme teams must work together in mapping the student journey keeping in mind how diverse students may negotiate the varying stakes of successive university learning. Programmatic oversight may be effective with funding shortages, by removing overlaps and/or limited transferability of single or disjointed interventions. Secondly, SAL development must engage in reflections on student identity and its historical development alongside clarification on the demands and stakes of successive university assessments at each level. Student reflections on past successes and failures are likely to have the greatest impact on SAL actualisation and transformation.

  Exploring student assessment literacy: how undergraduate students actualise and transform their assessment strategies · 2026 · DOI

• Future studies could examine how accountability pressures influence teachers' instructional strategies, students' long-term learning outcomes, and school climate. A significant limitation of this research is the exclusion of non-English and non-Turkish language literature, which may introduce a linguistic bias into the findings.

  From measurement to meaning: Reconsidering test-based accountability and educational quality · 2026 · DOI

• authentic communicative tasks (Blbas et al., 2025). communicative providing types; while task that learning" Institutions should prioritise creating "advanced networks of transcend school boundaries, connecting CFL programs across regions to share resources, moderate assessments, and develop collective standards (Yamazumi, 2007). This collaborative approach addresses the isolation documented in this study while building for sustainable the social capital necessary assessment reform.

  Assessment of Chinese as a Foreign Language in Tanzanian Secondary Schools: Methods, Challenges, and Implications for Communicative Competence · 2026 · DOI

• to narrow curriculum The research also advances understanding of washback effects in multilingual African contexts, demonstrating how high-stakes examination cultures interact with foreign language policy transfer implementation (Cheng, 2020; Gamaroff, 1998). The findings suggest that washback operates not merely as an individual teacher response to testing, but as a systemic phenomenon mediated by available tools, community norms, and divisions of labour within educational institutions.

  Assessment of Chinese as a Foreign Language in Tanzanian Secondary Schools: Methods, Challenges, and Implications for Communicative Competence · 2026 · DOI

• Tsagari, D., & Vogt, K. (2014). Assessment literacy teachers. Language of language Assessment Quarterly, 11(4), 374-392. foreign Tsagari, D., & Vogt, K. (2022). Contextualizing in literacy. Studies language assessment Language Assessment, 11(1), 1-8. 539 | This work is licensed under a Creative Commons Attribution 4.0 International License.

  Assessment of Chinese as a Foreign Language in Tanzanian Secondary Schools: Methods, Challenges, and Implications for Communicative Competence · 2026 · DOI

• effectiveness and on students' rubric Note. *Significant at p < 0.05 level (two-tailed). Critical t-value at df = 79, 119, and 198 respectively = 1.990, 1.980, 1.972 (two-tailed, α = 0.05). Table 5 consolidates the results of the hypotheses testing. All three null hypotheses were rejected at the 0.05 level of significance, as the obtained t-values exceeded the respective critical values. H₀₁ was rejected at t = 6.91 (p = 0.001), H₀₂ at t = 7.45 (p = 0.000), and H₀₃ at t = 2.32 (p = 0.022). These results provide robust statistical evidence that (a) teachers face significant challenges in developing and implementing assessment rubrics, (b) students experience significant difficulties in understanding and using them, and (c) there is a statistically significant difference between the two groups' perspectives on rubric effectiveness. The magnitude of the t-values for H₀₁ and H₀₂ indicates that the challenges and difficulties, respectively, are not marginal but substantial, warranting urgent policy and pedagogical attention. V. THE FINDINGS OF THE STUDY (i) Regarding Teacher Challenges (O1): Teachers at the secondary level face statistically significant challenges in developing and implementing assessment rubrics (Overall M = 3.72; t = 6.91, p < 0.05). The most acute challenges pertain to lack of training in rubric design, large class sizes, and the overemphasis on standardised board examinations that leaves minimal space for formative rubric-based assessment. (ii) Regarding Student Difficulties (O2): Secondary school students experience statistically significant difficulties in understanding and using assessment rubrics (Overall M = 3.74; t = 7.45, p < 0.05). The primary difficulties relate to complex rubric language, insufficient teacher explanation, and the non-availability of rubrics before the commencement of tasks. (iii) Regarding Comparative Perspectives (O3): A statistically significant difference exists between teachers' and students' perspectives on the overall effectiveness of assessment rubrics (t = 2.32, p = 0.022). Students perceive rubrics as more effective than teachers do, particularly on dimensions of feedback utility and motivation. This divergence may reflect teachers' greater sensitivity to systemic constraints and institutional barriers. (iv) All three null hypotheses (H₀₁, H₀₂, H₀₃) were rejected at the 0.05 level of significance, confirming the substantive and statistical significance of the identified challenges, difficulties, and perspective differences. (v) Policy Implications: The findings have direct implications for the implementation of NEP 2020's assessment reform agenda, the CBSE's competency-based assessment framework, and the NCTE's teacher education curriculum, all of which require grounded empirical evidence to design contextually appropriate intervention programmes. VI. CONCLUSION This study provides systematic empirical evidence of the challenges confronting teachers and students in the development, implementation, and use of assessment rubrics at the secondary level in India. The findings confirm that rubric-based assessment, despite its theoretical promise, is impeded by a constellation of teacher competency gaps, structural constraints, linguistic complexities, and institutional inertia. The significant difference between teacher and student perspectives on rubric effectiveness underscores the multidimensional nature of the problem and the need for targeted, stakeholder-specific interventions.

  Challenges in the Use of Assessment Rubrics at the Secondary Level: Teachers' and Students' Perspectives in West Bengal · 2026 · DOI

• directions those practices teachers enacted We interpreted the findings with several limitations in mind. First, we relied on self-report survey data. Self-report helped us examine TOAP across a large institutional sample, but it cannot fully show how in real assessment settings. Teachers may report practices that reflect institutional expectations or professionally desirable behavior. Future studies should therefore triangulate TOAP responses with LMS analytics, assessment artifacts, rubrics, moderation records, feedback samples, item analysis reports, student perceptions, and student outcome data. Second, we conducted the study in one institutional context. Although the sample included 314 faculty members across different academic divisions, the findings still reflected the policies, assessment culture, digital infrastructure, and HCT PD system. Future research should cross-validate the revised four-factor model in other universities, disciplines, countries, and assessment systems. Researchers should also test invariance across gender, academic division, measurement qualification level, teaching experience, and training background before using TOAP for group comparisons. Third, the revised four-factor model produced admissible estimates and strong measurement evidence, but future studies should test this structure with independent data. Researchers could use split-sample validation, independent replication, or longitudinal designs to examine whether the same structure remains stable. They could also compare the revised four-factor model with alternative structures, especially a five-factor model that separates assessment resources from assessment literacy. Fourth, future research should examine the role of training more directly. Table 2 suggested that item-writing and online item-writing training were more common than rater training. Future studies should test training experiences predict different TOAP whether domains. For example, item-writing training may relate more strongly to Assessment Design, while rater training may contribute more directly to scoring reliability, feedback quality, moderation, fairness, and assessment literacy. Finally, the rapid development of generative AI and digital assessment tools means that TOAP will need periodic updating. Future versions should include clearer indicators of AI-resilient task design, responsible use of automated feedback, data ethics, academic integrity planning, assessment transparency, and student preparation for AI-influenced assessment environments. This would keep the inventory aligned with current debates on validity, authenticity, reliability, fairness, and credible evidence of learning in online assessment.

  Validating a four-factor model of teachers’ online assessment practices in the UAE tertiary education · 2026 · DOI

• Although online feedback processes in response to actionable feedback information in advisory dashboards have been studied before, no studies have investigated students’ offline activities, such as reviewing written notes, while these offline activities are important ways in which students process feedback.

  Exploring Students’ Online and Offline Feedback Processes in Response to Actionable Feedback Information in Advisory Dashboards · 2026 · DOI

• The following recommendations are made: • The Ministry of Education, school administrators and professional associations such as the Science Teachers’ Association of Nigeria should organize regular workshops, seminars, and in-service training programmes to enhance biology teachers’ competence in the use of different modes of continuous assessment in biology teaching particularly practical-based, oral presentations and digital-based continuous assessment modes. • Education authorities should implement policies that promote manageable class sizes to enable teachers use different modes of continuous assessment effectively in biology teaching.

  Extent of teachers’ implementation of different modes of continuous assessment and challenges in secondary school biology teaching in Nsukka, Enugu State · 2026 · DOI

• Beyond the immediate cohort, the study reinforces that teaching students how to learn from feedback is as crucial as teaching disciplinary content. Embedding feedback literacy early can foster long-term engagement, self-regulation, and confidence. For educators, this case provides a model for integrating AI ethically and purposefully within active learning frameworks. Outcomes suggest that explicitly teaching feedback literacy at the point of transition into university can accelerate students’ sense of belonging and academic identity. The approach offers a scalable model for using AI-enhanced, dialogic pedagogy to build foundational learning habits that prepare students not just to succeed in their first year, but to thrive as independent, reflective learners throughout higher education. To consider implementing this approach to promote feedback literacy in first year students, it would be useful to understand the context within which students learn in a subject unit or a programme, what feedback and feed forward practices are in place and how generative AI could be integrated within good pedagogic practices to further enhance the impact of feedback on students’ academic development and outcomes. It is also recommended that feedback literacy is seen as an integral aspect of employability skills development in students for its value in supporting transition to the professional world. Future research in this inquiry of practice could consider how we can leverage technologies such as Generative AI to design intentional and meaningful learning experiences in which students not only develop the dispositions and capabilities to prepare for the reflective, self-regulatory demands of both higher education and the contemporary workplace but develop feedback literacy as a transferable skill for lifelong learning by engaging critically with feedback — whether from peers, educators, or AI.

  AI enhanced feedback literacy intervention for academic success beyond first year in tertiary education. · 2026 · DOI

• Based on the findings, the following recommendations are proposed: 1. Regular orientation and training programs should be organized for teachers on effective implementation of CCE. 2. School authorities should monitor classroom evaluation practices to ensure proper application of CCE principles. 3. Curriculum developers should design user-friendly formative assessment tools for teachers. 4. Administrative burden related to documentation should be reduced through digital evaluation systems. 5. Teachers should receive support to address diverse student learning needs. 6. Parents should be made aware of the importance and benefits of CCE through awareness programs. 7. Government agencies should provide necessary policy and infrastructural support for strengthening CCE implementation. © 2026 The Author(s). Published by IJCOPE Journal. Website: https://ijcope.org/ 9 International Journal of Creative and Open Research in Engineering and Management ISSN: 3108-1754 (Online) Volume 02 Issue 05 May-2026 | Impact Factor: 3.5 16. CONCLUSION The present study examined the effectiveness of Continuous and Comprehensive Evaluation (CCE) in Under- Graduate colleges of West Bengal from the perspective of college teachers. The findings indicate that CCE is an effective assessment approach that contributes significantly to improving the teaching-learning process at the higher education level. It promotes continuous monitoring of students’ academic progress, encourages active participation, and supports the comprehensive development of learners beyond traditional examination-based evaluation. The study reveals that teachers generally hold a positive opinion regarding the implementation and effectiveness of CCE in Under-Graduate colleges. Significant differences were observed in teachers’ perceptions based on gender and type of college management, whereas no significant differences were found based on academic qualification and teaching experience. These findings suggest that institutional context and individual perspectives may influence attitudes toward the effectiveness of CCE. Despite recognizing its benefits, teachers also reported challenges such as increased administrative responsibilities, time constraints, and the need for proper orientation and training for effective implementation. Therefore, the successful application of CCE in Under-Graduate colleges depends largely on institutional support, capacity-building programs for teachers, and continuous evaluation reforms.

  A Study on the Effectiveness of Continuous and Comprehensive Evaluation in Under-Graduate Colleges of West Bengal · 2026 · DOI

• Several factors may have influenced the study outcomes and should be considered when interpreting the findings. Student-related variables, such as motivation and self-reg- ulation skills, were not formally measured and could act as potential confounders. Additionally, allowing students to optionally select the assessment and feedback format may have introduced variability in engagement. The quasi- experimental design also limits causal inference due to the absence of randomization and control over confound- ing variables. Moreover, the qualitative data did not specif- ically explore how FA and feedback affected preparation for summative assessments. The use of nonprobability, voluntary sampling further limits the generalizability of the results. Finally, although qualitative coding was conducted collabora- tively with disagreements resolved through discussion and consensus, formal interrater reliability statistics were not calculated. While consensus-based coding is widely accepted in qualitative research, the lack of a formal reliability measure may reduce the reproducibility of the analytic process.

  “Optimizing Learning in Integrated Curriculum”—Comparative Effectiveness of Online and Face-to-Face Formative Assessments: Mixed Methods Study · 2026 · DOI

• The first limitation concerns language infrastructure. Not all institutions will be able to support multilingual recording, transcription, or translation equally well. VFWA is a design direction rather than a uniform prescription. The second limitation concerns implementation. Where spoken responses are used at Stage 1, appropriate infrastructure is required to support their capture and management at scale. Approaches such as event podcasting demonstrate how spoken contributions can be organised efficiently in educational settings (Fowler, 2025). In all cases, however, Stage 1 should remain as flexible as possible: students should be able to choose between spoken, written, or other formats, ensuring that modality does not become a source of construct-irrelevant constraint. The third limitation is workload and feasibility. Observed administration, baseline artefact collection, and occasional vivas require infrastructure and staff time. The model keeps that burden bounded: Stage 1 is not graded in detail, and vivas are reserved for uncertain cases. Even so, the redistribution of effort from post hoc investigation to upfront evidence design needs empirical testing. The fourth limitation concerns construct boundaries. VFWA is not appropriate for every writing task. Where the explicit learning outcome is mastery of written English, rhetorical performance, or genre control, those should be directly and securely assessed. The model is particularly well suited to assessments where reasoning and evaluative judgement are central, though it may also be applicable to other constructs. A final limitation is that VFWA has not yet been evaluated at scale. The field is dealing with a problem that cannot be addressed through a single technical fix (Corbin, Bearman, et al., 2025). The value of VFWA at this stage lies in offering an alternative design principle and a clearer evidentiary logic for future pilots. Empirical studies are needed to test whether Stage 1 artefacts improve assessor confidence and interpretive consistency; whether students experience Voice-First designs as more accessible and fair; and how different disciplines set sufficiency thresholds without turning Stage 1 into a second exam.

  Voice-First Written Assessment (VFWA): Restoring evidence of reasoning through structural redesign · 2026 · DOI

• The study therefore recommends that teachers strengthen moderation practices to improve consistency and reduce score manipulation. To achieve this, regular multi-level moderation, including peer moderation, should be implemented within departments or between schools. Collectively, such approaches would ensure standardized marking, at the same time, reducing subjectivity in the scoring of CA, and enhancing the overall credibility of the scores. Teachers should also be empowered with skills in designing CA tasks that measure the same skills as required for in examinations, through professional development programmes. The skills should include rubric design, task alignment, and the reliability of marking and overall assessment. Such training would assist teachers in developing more precise rubrics that would minimize measurement error, improve CA tasks scoring accuracy, and produce assessments that adequately measure learners’ competencies. Furthermore, teachers should align Continuous Assessment tasks with examination standards so that they reliably predict end-of-term and final examination performances. The designed CA tasks should have the same cognitive demands and content emphasis as high-stakes examinations. CA questions should, therefore, prompt learners to think critically, solve problems, and develop conceptual understanding rather than merely recalling concepts. This would strengthen both formative and indicative validity of CA. Furthermore, schools should review their assessment approaches and discontinue those that incentivize inflated CA scores, such as evaluating teachers based on learners' CA achievements. İnstead, they should use indicators that reflect learner growth, such as learners’ proficiency in content. We therefore recommend that future research should assess the indicative validity of CA in other learning areas, grades, and cultures. The investigation should look into how teachers’ beliefs, values, and cultural norms shape CA processes in schools taking into cognizance that these variables can significantly impact scoring of CA and hence influence the interpretation of learners’ performance.

  Examining the indicative validity of school-based continuous assessment in final mathematics examination performance in Bulawayo metropolitan · 2026 · DOI

• Although the key findings of this study are relevant, we acknowledge some limitations associated with it. Firstly, the findings may not be generalizable as they are confined to one learning area and one province. Future studies should therefore explore how the approaches used herein flare in other learning areas and contexts. Secondly, the cross- sectional design of the study may not allow the complete tracking of changes in relationship between CA and examination scores over time. Longitudinal analysis, measuring changes over a period of 2-3 years should be conducted and comparisons of CA with the National form four examination results should be performed in order to draw sound conclusions.

  Examining the indicative validity of school-based continuous assessment in final mathematics examination performance in Bulawayo metropolitan · 2026 · DOI

• While the findings of this study provide promising evidence of the effectiveness of a corequisite English composition model, several limitations should be acknowledged. First, the research design is descriptive and based on a convenience sample. Students were not randomly assigned to conditions nor matched on background variables such as prior academic performance or demographic characteristics. Second, the pre-test assignment was not standardized and was developed independently by instructors. Although rubric scoring was applied consistently, variability in the nature and genre of the pre-test may have affected the comparability of baseline scores across students and sections. Third, the relatively small sample size in the corequisite group, particularly in the Spring semester, limits the generalizability of the findings. Finally, the study was conducted during a pilot implementation of the corequisite model. Faculty development, course alignment, and student support structures are likely to continue evolving, and outcomes from future implementations may differ as the model is refined and COREQUISITE LEARNING IN COLLEGE LEVEL COMPOSITION COURSES scaled. Continued research will be essential to understanding how evolving instructional practices and support structures influence student success in corequisite composition models.

  Corequisite Learning in College Level Composition Courses · 2026 · DOI

• A key limitation of the study is the limited sample size (n = 8). We, nonetheless, had a near 25% participation rate. That being said, for the qualitative type study conducted, small sample sizes are common. We cannot say for certain that we met saturation (Patton, 2014), new ideas and concepts were learned from each of the eight interviews. Nevertheless, we have reason to accept the results and hypothesize that additional results or variations of our results are possible. A metric of qualitative work, such as ours, is plausibility (Lincoln and Guba, 1985); we believe that our results are plausible and are in congruence with the general experiences of postsecondary science educators. Thus our work is transferable to other contexts (Lincoln and Guba, 1985), including serving as the basis for conceptualizing professional development experiences. A second important limitation is constraints on data collection including the focus on post-workshop data collection. A pre-post experimental design might be more effective in teasing out changes due to the workshop. However, the TCSR model presupposes that enacted practices emerge in the context of a highly variable set of circumstances that evolve over time (Gess- Newsome et al., 2003; Woodbury and Gess-Newsome, 2002); and thus, teasing out pre-post changes resulting from a single experience may be unlikely. Thus, while we noted statements from participants regarding things they did in the year following their workshop experience, we cannot make sufficient claims as to whether these are lasting changes. What we do know is that participants were willing to try out new assessment techniques and approaches; and, based on the data collected, we have reason to believe that the techniques and approaches tried are the result of the professional development experience (both during the workshop and through the yearlong discussions). A more long-term study of assessment practice adoption or longer-term professional development experience would result in better understanding of such impacts of professional development experiences (see Implications). 8 Discussion & implications This work serves as an entry point for educators to reflect on their enacted assessment practices; for researchers to engage in larger, more in-depth and longitudinal investigations; and, for professional development facilitators to consider how they might create or revise such experiences to better support participants and thus ensure a more lasting impact of their activities. to clear include mapping exams Educators should approach change as incremental and context dependent rather than as wholesale replacement of existing systems (Coburn, 2003). Instead of discarding familiar formats such as multiple choice or cumulative finals, instructors can use strategies from our (and others’) workshops to strengthen validity and learning value within those structures (Scully, 2017).

  From workshop to classroom: implementation of new assessment practices by chemistry faculty members at two-year institutions · 2026 · DOI

• The paper identifies the absence of ongoing and specialized professional development programs as a critical limitation but does not specify which concrete instructional design skills, assessment modification techniques, or material adaptation competencies should be prioritized in these programs for mainstream teachers serving students with learning disabilities.

  Teachers’ perceptions of obstacles to adapting assessment and instructional materials for students with learning disabilities in mainstream education · 2026 · DOI

Most-cited papers in Student Assessment and Feedback

• Formative assessment: a critical review · Assessment in Education Principles Policy and Practice · 2011 · 766 citations
• Differing perceptions in the feedback process · Studies in Higher Education · 2006 · 614 citations
• A review of rubric use in higher education · Assessment & Evaluation in Higher Education · 2009 · 547 citations
• Peer Learning and Assessment · Assessment & Evaluation in Higher Education · 1999 · 539 citations
• Do students value feedback? Student perceptions of tutors’ written responses · Assessment & Evaluation in Higher Education · 2005 · 415 citations
• A review of feedback models and typologies: Towards an integrative model of feedback elements · Educational Research Review · 2021 · 286 citations
• Formative assessment and feedback for learning in higher education: A systematic review · Review of Education · 2021 · 244 citations
• Feedback sources in essay writing: peer-generated or AI-generated feedback? · International Journal of Educational Technology in Higher Education · 2024 · 217 citations
• Student Evaluation of Teaching Effectiveness: An assessment of student perception and motivation · Assessment & Evaluation in Higher Education · 2003 · 196 citations
• The need to disentangle assessment and feedback in higher education · Studies in Higher Education · 2020 · 195 citations

Most recent work

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