Analysis of 52 higher-education assessment plans found outcome-based orientation dominant, with dynamic elements subsumed under summative scoring¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In an examination of 52 assessment plans from higher-education institutions, most reviewed plans structured even dynamic practices (formative components, oral exams) through an accumulatively summative lens. → Quang Nhat Nguyen & Dung Thi Hue Doan 2025

Evidence¶

Quang Nhat Nguyen & Dung Thi Hue Doan 2025¶

Quang Nhat Nguyen & Dung Thi Hue Doan. (2025). Affordance-based Approach to Language Assessment. Language Education & Assessment, 8(1). https://doi.org/10.29140/lea.v8n1.103000

q2 · i? · theoretical · r2

Content analysis and thematic reading of 52 assessment plans from state and private higher-education institutions, coded with criteria informed by the assessment literature. The article reports that formative activities were often reduced to preparatory steps toward summative scoring and oral exams standardized for reliability.

"However, in most reviewed plans, even these practices were ultimately structured and interpreted through an accumulatively summative lens. Formative activities were often reduced to preparatory steps toward summative scoring"

Discussion¶

Related Claims¶

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• Composite accountability indicators such as A–F letter grades fail to capture the cognitive and noncognitive competencies of deeper learning and college and career readiness — a broader claim this one bears on