Spanish university assessment practices over time: a nationwide longitudinal syllabus analysis (2015–2016 vs. 2022–2023)

Assessment reform in Spanish higher education has promoted competence-based and diversified approaches for over a decade, yet evidence suggests that everyday assessment designs remain strongly exam-centred. This study provides a rare national-scale longitudinal test of change by comparing the same undergraduate course syllabi across two waves (2015–2016 vs. 2022–2023) in 45 public universities. Results show slow and uneven evolution. Portfolios and individual assignments became more common over time, and practical examinations increased modestly in some fields. However, final written examinations remained highly prevalent and continued to anchor most assessment designs, with only limited reductions in other exam formats. Changes also varied by academic branch and course year, suggesting that disciplinary assessment cultures and curricular stage shape what is feasible and legitimate as assessment. Overall, diversification appears to occur mainly through adding or slightly rebalancing assessment components rather than replacing exam-based models. By moving beyond cross-sectional snapshots, this longitudinal approach ­clarifies that Spanish university assessment is characterised by incremental adaptation within enduring exam-centred cultures. The findings provide a pre-generative-AI baseline for monitoring whether emerging pressures lead to genuine redesign or further consolidation of traditional practices.