Assessment and Feedback Practices in Higher Education: Bridging the Gap for 21st-Century Learners.

Abstract

In the 21st century, the educational landscape has witnessed a transformative shift towards learner-centricity, emphasizing active learner participation throughout the learning and assessment processes. However, the role of assessment, as a vital component of education, has often overlooked the active involvement of learners, leading to untimely and inadequate feedback. This study explored the perspectives of students across diverse academic programs to investigate the relationship between assessment practices, learner engagement, and feedback utility. The survey questionnaire was employed to gather insights among 110 international students enrolled in Higher Education and explore their perspectives on assessment feedback and their engagement in the assessment procedures across their courses. Additionally, the study explored students' insights into the relevance of the feedback they receive to their real-world career prospects. The findings uncover that, despite the shift towards learner-centric education, students across various disciplines often do not actively participate in shaping assessment processes, with engineering students exhibiting even lower engagement levels. Additionally, a significant proportion of engineering students question the practicality of the feedback they receive. While the majority still encounter traditional assessment methods, the study highlights the need for innovative approaches aligned with modern education paradigms to enhance student engagement and meaningful learning experiences. This research underscores the importance of feedback and engagement in preparing 21st century graduates and provides recommendations for improving assessment practices.