assessment-practices
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- PaperJournal of Learning Analytics15 Mar 2026
Assessing Patterns of Students’ Attainment of Professional Standards in Higher Education
Abhinava Barthakur, Jelena Jovanović, Ryan Baker, Vitomir Kovanović et al.
This study introduces a curriculum analytics method that uses psychometric modeling and learning analytics to map assessment grades to professional standards attainment in higher education, specifically tested in a Teacher Education program. The approach offers a scalable, automated way to infer learners' progress toward externally regulated standards without altering existing assessment practices, complementing measures like GPA.
Original abstract
It is widely recognized that higher education (HE) graduates require a broad range of professional skills and abilities to succeed in their future careers. However, despite this acknowledgement, assessment practices in HE remain focused on content-based knowledge. This narrow emphasis limits the capacity to effectively and holistically evaluate a student’s professional competency and readiness for employment. This issue is particularly acute for HE degrees that require graduates to demonstrate attainment of externally regulated professional standards. While the curricula are mapped to professional standards for accreditation purposes, demonstrating a student’s attainment of these standards is not straightforward and has mostly been done through self-reported surveys. This study offers a novel curriculum analytics method for mapping assessment grades to the attainment of professional standards across a Teacher Education program. Specifically, we present an approach that uses psychometric modelling and learning analytics to identify distinct patterns in learners’ acquisition of professional standards. This method does not alter current assessment practices in HE. Instead, the approach offers a scalable, automated means to infer a learner’s attainment of documented professional standards, complementing current measures of academic success, such as GPA. The study underscores the advantages of complementing the current HE assessment practises with an outlined curriculum analytics approach, providing a holistic representation of a student’s learning progress.
- PaperERIC — Assessment & second language1 Jan 2025
EFL Teachers' Language Assessment Literacy and Their Assessment Practices: A Case Study from an Indonesian Higher Education Context
Indah Puspawati, Sri Rejeki Murtiningsih
A qualitative case study of five experienced EFL teachers in an Indonesian university found that their perceived language assessment literacy (LAL) was not fully reflected in their actual assessment practices. Teachers demonstrated the strongest understanding of LAL principles, but tensions emerged between knowledge and skills components, with discrepancies influenced by external institutional factors.
Original abstract
Research on EFL teachers' language assessment literacy (LAL) and its reflection in their assessment practices remains relatively limited. The current research aims to seek answers to the questions: (1) How did the five EFL teachers perceive their LAL knowledge, skills, and principles in their assessment context? (2) How were these components reflected in their assessment practices? A qualitative case study approach, involving five experienced EFL teachers in an Indonesian university, was employed. The data were collected through two in-depth semi-structured interviews and an analysis of participants' assessment documents. The interviews and document analysis explored participants' LAL and their assessment practices. The assessment documents were analyzed using conventional content analysis to investigate participants' actual assessment practices. The findings indicated that the participants' perceived LAL was not fully manifested in their assessment practices within this departmental context. The participants in this particular institutional context demonstrated the strongest understanding of LAL principles, followed by the skills and knowledge components, which revealed tensions among these components. Regarding assessment practices, the participants demonstrated competence in using various types of assessments aligned with institutional policies. However, discrepancies were identified between their LAL and actual practices, which may be influenced by external factors. Implications for the participants' future professional development were discussed.