A scoping review of assessment approaches in higher education

This chapter provides a comprehensive synthesis of international research on assessment practices, with a particular focus on approaches that support student learning and self-regulation. Across 265 studies, qualitative methods predominated, including interviews, focus groups, and document analyses, while quantitative and experimental designs were less frequent, highlighting a field-oriented and contextualized understanding over causal inference. National contributions were uneven, with the United States and China producing the largest shares, yet patterns of emphasis were remarkably consistent: studies overwhelmingly focused on assessments for developmental support and self-regulatory practices, while evaluative, summative approaches received comparatively limited attention. These trends were evident across countries with both extensive and minimal research outputs, underscoring a global shift toward conceiving assessment as a mechanism for learning rather than solely for measurement. Limitations include reliance on English-language publications, uneven geographical representation, and the exclusion of institutional artifacts such as syllabi and grading policies. The chapter concludes by identifying opportunities for expanding methodological diversity, incorporating broader cultural perspectives, and integrating institutional-level data to enhance the understanding of assessment practices worldwide.