Assessment Quality in Tertiary Education: An Integrative Literature Review
Gerritsen-van Leeuwenkamp, Karin
Joosten-ten Brinke, Desirée
In tertiary education, inferior assessment quality is a problem that has serious consequences for students, teachers, government, and society. A lack of a clear and overarching conceptualization of assessment quality can cause difficulties in guaranteeing assessment quality in practice. Thus, the aim of this study is to conceptualize 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 in evaluating assessment quality. This study aggregated 78 peer-reviewed journal articles in a framework using Maxqda and then a text analysis was performed using Leximancer. The results identified validity, transparency, and reliability as assessment quality criteria; standardization, stakeholders, clarity, and construct irrelevant variance as influences on the assessment quality criteria; validation and statistical data analyses to evaluate assessment quality; and students, staff, government, and experts as perspectives that should be taken into account when evaluating assessment quality. This study gives researchers more insight in the current state of scientific evidence. Teachers, educational advisors, and managers can use the results to determine what assessment quality means for their educational organization and what they should be taken into account in guaranteeing assessment quality.