Using Student Learning Assessment Data to Drive Pedagogical Innovation and Quality in Higher Education
A Meta‐Synthesis
Bibliographic Data
| ID | 17675880 |
|---|---|
| Authors | Serafina Pastore (0000-0001-8598-021X, Department of Research and Humanities Innovation University of Bari Bari Italy, corresponding author) |
| Year | 2026 |
| Volume | 80 |
| Issue | 2 |
| Publication date | 2026-03-23 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Higher Education Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0951-5224 • E-ISSN: 1468-2273 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/hequ.70117 |
| OpenAlex | W7140102818 |
| Language | EN |
| References cited | 38 |
The present article focuses on faculty members' use of student learning assessment data to drive pedagogical innovation. Fuelled by policy recommendations, the high‐level commitment to assessment and data‐based decision‐making has proliferated in higher education contexts. However, evidence from the ground shows that these practices are still problematic. Given the relevant changes in policy and practice in higher education systems and the call for the ground‐up re‐development of assessment, a systematic review of qualitative studies has been performed. More specifically, this meta‐synthesis considered 11 studies conducted in 4 English‐speaking countries that outline the landscape of student learning assessment and data use literature over a 10‐year period (2013–2022). Three main themes emerge from this study: namely, the pluralism of assessment practices and instruments; a (dis)connection between assessment practice, quality assurance, and the teaching‐learning process; and the persistent concerns of faculty members about assessment and policy requirements. Implications for educational research and practice are discussed
Best practice · Educational assessment · Higher education · Qualitative property · Qualitative research · Quality assessment · Educational Assessment and Improvement · Evaluation of Teaching Practices · Student Assessment and Feedback
Sustainable Assessment
The PRISMA 2020 statement
The datafication of higher education
The quest for better teaching
Mapping the scattered field of research on higher education. A correlated topic model of 17,000 articles, 1991–2018
Assessing student learning outcomes internationally
Small data, online learning and assessment practices in higher education
The challenges of feedback in higher education
A qualitative meta-synthesis of the benefits of eco-labeling in developing countries
Lip Service or Actionable Insights? Linking Student Experiences to Institutional Assessment and Data-Driven Decision Making in Higher Education
| Highly cited | No |
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