Assessment in higher education: an overview of the impacts of teaching practices and student perceptions based on a systematic literature review

um panorama dos impactos das práticas docentes e das percepções dos estudantes a partir de uma revisão sistemática da literatura

Abstract

The article presents a systematic literature review (SLR) with a view to understanding the main theoretical and practical perspectives mobilized in the production of knowledge on assessment in higher education. Methodologically, the search was conducted in online databases without time restrictions. Of the 206 articles identified, 52 formed the empirical corpus. The analysis was structured into four main dimensions, some of which included several categories: i) nature of the studies; ii) centrality of assessment; iii) teachers' assessment practices; and iv) students' perceptions of assessment practices. The results indicate a predominance of empirical studies and reveal that, despite resistance to the adoption of innovative practices, formative and participatory approaches have gained prominence. The review also points out that while many students perceive assessments as disconnected from everyday reality, those assessment practices that are more contextualized and accompanied by continuous feedback are viewed positively, promoting greater engagement and meaningful learning. The research suggests the need to overcome traditional practices and adopt assessment models that favor autonomy, critical reflection, and the applicability of knowledge in professional contexts, contributing to a more inclusive and transformative higher education.