Assessing Learning in Higher Education


  • Ali Alhelfi
  • Lei Wang
  • Sudhanshu S. Pawar
  • Valeria Wallace
  • Zahra Ghorbani-Thari


assessment, student, teacher, learning, constructive alignment


Assessment is a key activity within the higher education system. From the student´s perspective, assessment shapes what is to be learned; from the perspective of the educator it gives clear inputs about the quality of learning. Thus, as defined by the term, ‘Constructive alignment’, by careful planning of the assessment strategy and wise selection of the assessment methods, the teaching-learning experience can be designed in an aligned manner towards the achievement of the learning outcomes. Although, defined in different ways, the basic purpose of assessment is to work as a feedback tool to both, students and teachers, to improve the student learning. In this work, we review and comment on theoretical aspects of assessment including its significance and characteristics. Moreover, some important considerations regarding the design of the assessment activities are presented, together with the description of some methods for assessing learning. With this work we would like to invite the reader to reevaluate the significance of assessment within the learning experience, and by this, hopefully the educator is “inspired” to improve the assessment activities in the classroom or another less conventional learning space.