Exploring assessment practices in higher education

JAVIER FERNÁNDEZ RUIZ
COORDINATOR
SYMPOSIUM SPEAKERS
- Javier Fernández Ruiz
- Ana Remesal Ortiz
- Laurie Delnoij
- Anna Espasa
Short CV
I am an assistant professor at the department of Developmental and Educational Psychology of the Autonomous University of Madrid, with a PhD in Psychology, awarded in 2022. Since 2016, I have been a member of the Education Regulated Learning and Assessment (ERLA) research group, where I have participated in various funded projects focused on educational assessment, teacher professional development, and student involvement in assessment.
In 2017, I received the VII Isidoro Declaux Research Award in Psychology. Since 2021, I have served as a coordinator for one of the Special Interest Groups of the European Association for Research in Learning and Instruction. I also sit on the Editorial Advisory Board for the journal Assessment in Education: Principles, Policy, and Practice.
Currently, I continue to work on several funded projects with colleagues in the ERLA research group. My main research interests include formative assessment, self-regulated learning, and teachers’ perspectives on education.
Symposium abstract
This symposium delves into the evolving landscape of assessment practices in higher education, focusing on innovations that enhance student learning, engagement, and achievement. By examining both traditional and emerging assessment methods, the symposium highlights the importance of aligning assessment practices with the needs of diverse learners in a rapidly changing educational environment.
The symposium also addresses the distinct assessment habits within specific fields, such as business education, and the implications these practices have for student satisfaction and achievement. The integration of self-assessment and self-generated feedback tools in online and blended learning environments is explored as a way to empower students to monitor their own progress and cultivate critical reflection skills.
Further, this symposium includes longitudinal analysis to track the evolution of assessment practices over time, offering insights that can inform future policies and at both institutional and instructional levels. By uncovering patterns and identifying successful strategies, the symposium provides evidence-based guidance for educators aiming to foster student autonomy, adapt to digital learning spaces, and ultimately enhance academic outcomes.
This comprehensive approach to assessment underscores the potential for well-designed practices to not only measure learning but to actively shape it, creating a more responsive, student-centered higher education landscape.