In tertiary education, inferior assessment quality is a problem that has serious consequences for students, teachers, government, and society. Inferior asssessment quality impacts the learning, selection and certification, and accountability purposes of assessment. It is the obligation of tertiary institutions to make assessment trustworthy. It is not easy to guarantee assessment quality, since a clear and overarching conceptualisation is not available. Therefore, the study related to this website conceptualises assessment quality in tertiary education by providing an overview of the assessment quality criteria, their influences, the evaluation of the assessment quality criteria, and the perspectives that should be considered when evaluating assessment quality. 78 peer-reviewed journal articles were aggregated in a framework using MAXQDA and a text analysis was performed using Leximancer.
On this website, assessment quality in tertiary education is visualised in detail by giving an overview of the:
This website relates to the journal article:
Gerritsen-van Leeuwenkamp, K. J., Joosten-ten Brinke, D., & Kester, L. (2017). Assessment quality in tertiary education: An integrative literature review. Studies in Educational Evaluation, 55, 94–116. doi: 10.1016/j.stueduc.2017.08.001