Conventional higher-education assessment practices are argued to be flawed, compartmentalised, standardised and disadvantaging to many students¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors argue that for decades assessment practices and designs have been flawed, compartmentalised, standardised and disadvantaging to many students. → Dollinger 2026

Evidence¶

Dollinger 2026¶

Dollinger, M., & Nieminen, J. (2026). Reimagining success and failure: equitable assessment practices in an age of AI. Journal of University Teaching and Learning Practice, 23(1). https://doi.org/10.53761/20z06b11

q1 · i? · theoretical · r2

Conceptual argument in the abstract of this conceptual paper; the authors assert, describing the critique as "as well documented", that assessment designs have long disadvantaged many students. No empirical data are reported in the supplied text.

"For decades, assessments practices and designs have been flawed; compartmentalised, standardised, and as well documented, disadvantaging to many students."

Discussion¶

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