The assessment methods conventionally used in higher education are examinations and written tests. These methods do not inform how learning occurred as they mainly promote a hierarchy of grades. A brief review of the literature about assessment methods reveals that tests with multiple-choice questions encourage surface rather than deep learning and assess low levels of cognitive processing. New and alternative assessment methods enable a better quality of learning and promote understanding rather than memorisation. However, nontraditional methods do not always change the perceptions of students and do not always lead to deep learning. Learner-centred practices such as self- and peer-assessment might enhance students’ autonomy, self-confidence and reflection, allowing the development of skills and promoting deep learning. However, more needs to be known about the effectiveness and relevance of these methods in different contexts and programmes. It is important to learn more about empirical research on assessment.
Pereiraa, Assunção Floresa and Niklassonb (2016) performed a review of articles published in Assessment and Evaluation in Higher Education, over the last eight years (2006–2013) on assessment in higher education. They discuss the key issue of assessment in higher education and the main emerging themes arising from their data analysis: assessment methods, modes of assessment and assessment related to a given teaching and learning method. Their conclusion was that the foci of the studies are aligned with assessment practices other than the written test, in accordance with a learner-oriented perspective.