International perspectives on assessment practice in Higher Education

Abstract

University assessment varies significantly across nations, with diverse expectations about standards and levels, what comprises good assessment practice and the actual purposes of assessment, as well as the specialist terminology in use and which practices are considered acceptable. The range of methods and approaches in use is similarly highly variable, together with expectations on how feedback is to be given and used. Assessment systems are managed in different ways globally and there is no common accord on what comprises good academic conduct. The article proposes that both academics and students can benefit from induction and training on assessment, and argues for continuing dialogue on how to enhance assessment, so it is truly integrated within the learning process.