Assessment and Practice in Educational Sciences

This study aims to explore the institutional factors that influence the adoption of digital assessment practices in higher education institutions in Pakistan. A qualitative research design was employed to gain in-depth insights into institutional-level enablers and barriers to digital assessment adoption. Data were collected through semi-structured interviews with 22 participants, including faculty members, administrators, and educational technologists from various public and private universities across Pakistan. Participants were selected purposively based on their involvement in digital assessment planning or implementation. Interviews continued until theoretical saturation was achieved. All interviews were transcribed and analyzed using thematic analysis with the support of NVivo software, following an inductive coding process and Braun and Clarke’s six-step framework. Three overarching themes emerged from the data: Organizational Readiness, Pedagogical Perceptions and Practices, and Cultural and Contextual Influences. Within organizational readiness, participants cited infrastructural limitations, low digital literacy, unclear policies, and weak administrative support as key barriers. Pedagogical concerns included doubts about assessment fairness, limited compatibility with teaching philosophies, lack of faculty autonomy, and ineffective training. Cultural and contextual factors, such as hierarchical institutional culture, leadership indifference, and societal skepticism toward online exams, were found to shape attitudes and practices. Disciplinary variation and student engagement challenges further influenced the differential adoption of digital assessment across faculties. The adoption of digital assessment in Pakistani higher education institutions is shaped by a complex interplay of infrastructural, pedagogical, and cultural factors. Successful integration requires not only technological investment but also institutional reform, leadership engagement, and pedagogical alignment. Strategies that are context-sensitive, faculty-driven, and collaboratively implemented hold the greatest potential for sustainable transformation in assessment practices.

The objective of this study was to explore and identify the key barriers that hinder the effectiveness of feedback practices in higher education classrooms from the perspectives of both instructors and students. This qualitative study was conducted using a phenomenological approach to gain an in-depth understanding of the lived experiences of instructors and students regarding feedback in academic settings. Data were collected through semi-structured interviews with 29 participants (15 instructors and 14 students) from universities in Tehran. Purposive sampling was used to ensure diverse representation across disciplines and experience levels. Interviews continued until theoretical saturation was reached. All interviews were audio-recorded, transcribed verbatim, and analyzed using thematic coding with the assistance of NVivo software. The analysis process included open, axial, and selective coding to develop core themes and subthemes. Thematic analysis revealed five major categories of barriers: (1) Instructor-Related Barriers (e.g., lack of feedback training, time constraints, fear of negative evaluation); (2) Student-Related Barriers (e.g., feedback avoidance, low feedback literacy, lack of trust); (3) Institutional Barriers (e.g., absence of policy support, overcrowded classrooms, technological limitations); (4) Communication Gaps (e.g., ambiguous language, one-way communication, cultural misalignment); and (5) Feedback Design and Delivery Issues (e.g., delayed feedback, non-individualized responses, lack of actionable suggestions). Participant quotations illustrated how these interconnected barriers collectively undermine the pedagogical value of feedback. The findings highlight that barriers to effective feedback are systemic, involving individual, relational, and structural dimensions. Addressing these challenges requires a comprehensive approach, including faculty training, institutional policy reform, culturally responsive practices, and efforts to enhance student feedback literacy.

This study aimed to explore the key psychological, pedagogical, cultural, and contextual factors that shape university students’ resistance to participating in peer assessment activities within the Iraqi higher education system. This qualitative research employed a phenomenological approach to investigate the lived experiences of students regarding peer assessment. Data were collected through semi-structured interviews with 24 undergraduate students from various disciplines at universities in Iraq. Participants were selected through purposive sampling, and interviews continued until theoretical saturation was reached. Each interview lasted between 45 and 60 minutes and was transcribed verbatim. The data were analyzed using thematic analysis, facilitated by NVivo software. Trustworthiness was ensured through member checking, peer debriefing, and audit trails throughout the research process. Analysis revealed four overarching themes: (1) emotional and psychological barriers, including fear of negative evaluation, trust issues, and identity threat; (2) pedagogical and instructional issues such as unclear guidelines, inadequate training, and perceived unfairness; (3) cultural and social norms, including hierarchical learning traditions, gender-related sensitivities, and collectivist values; and (4) perceptions of peer assessment utility, characterized by skepticism about its academic value and concerns over grading impact. These themes collectively illustrate that student resistance is shaped by an interplay of individual emotions, classroom practices, and socio-cultural expectations. Student resistance to peer assessment is a complex, multidimensional phenomenon influenced by emotional vulnerability, instructional design, cultural values, and perceived academic legitimacy. Addressing this resistance requires context-sensitive pedagogical strategies, including better training, clearer assessment frameworks, and culturally informed practices. The study contributes to the broader understanding of assessment in non-Western contexts and offers practical insights for more equitable and effective implementation of peer evaluation.

This study aimed to explore how secondary school teachers’ professional identities influence their decision-making processes in classroom assessment practices. Using a qualitative design, data were collected through semi-structured interviews with 25 secondary school teachers in Tehran, selected through purposive sampling. The participants represented a range of subject areas, teaching experiences, and school types. Interviews continued until theoretical saturation was achieved. All interviews were transcribed and analyzed thematically using NVivo software. The coding process followed open, axial, and selective coding strategies to extract key themes and subthemes grounded in participants' narratives. The analysis yielded four overarching categories: professional beliefs and values, personal teaching philosophy, sociocultural context and norms, and identity development over time. Teachers’ assessment decisions were strongly shaped by ethical considerations, a commitment to fairness, learner-centered pedagogies, and their evolving self-concept as educators. Participants reported frequent tension between institutional mandates and personal assessment beliefs, navigating external pressures from school leadership, curriculum standards, and parental expectations. Over time, teachers’ assessment practices evolved as they gained experience, reflected on critical incidents, and participated in professional learning communities. Teacher identity was shown to mediate the balance between formative and summative practices and guided adaptive responses to contextual challenges. The findings highlight the central role of teacher identity in shaping assessment decisions, emphasizing that assessment is not a purely technical process but a reflection of who teachers are and what they value. Educational reforms aimed at improving assessment practices must consider the identity-based dimensions of assessment literacy. Supporting teachers’ reflective engagement with their professional identity can foster more authentic, ethical, and context-sensitive assessment approaches.

This study aimed to explore the key factors influencing inclusive assessment practices among secondary school teachers in Tehran, with the goal of identifying institutional, pedagogical, and student-centered elements that shape assessment strategies in diverse classrooms. This qualitative research employed a phenomenological approach to investigate the lived experiences of teachers engaged in inclusive assessment. A purposive sample of 21 secondary school teachers from Tehran participated in semi-structured interviews. Interviews were conducted until theoretical saturation was reached. Data were transcribed and analyzed thematically using NVivo software, following open, axial, and selective coding procedures. Themes and subthemes were identified through a systematic interpretation of recurring patterns in teacher narratives. The analysis revealed three overarching categories influencing inclusive assessment practices: institutional and policy-level factors, teacher-level practices and beliefs, and student-centered considerations. Institutional barriers included unclear policies, lack of administrative support, insufficient training, curriculum constraints, resource shortages, and exam-focused school culture. At the teacher level, beliefs about inclusion, assessment flexibility, differentiated practices, reflection, collaboration, emotional burden, and autonomy were central. Student-centered factors encompassed student participation, diverse learning needs, engagement, teacher-student relationships, and feedback practices. Teachers reported both enabling conditions and systemic challenges that affected their ability to implement inclusive assessments effectively. Inclusive assessment in secondary education is shaped by a complex interaction of structural, professional, and relational factors. While some teachers innovatively adapt practices to meet diverse needs, systemic obstacles such as vague policies, resource limitations, and exam-oriented culture hinder broader implementation. Effective inclusive assessment requires clear policy guidance, targeted professional development, administrative support, and a shift toward a more learner-centered educational ethos.

This study aimed to explore the factors influencing the development of assessment literacy in pre-service teachers during their training programs in Tehran. Using a qualitative research design grounded in phenomenology, semi-structured interviews were conducted with 26 pre-service teachers enrolled in teacher education programs in Tehran. Participants were selected through purposive sampling to ensure diversity in gender, academic level, and subject specialization. Data collection continued until theoretical saturation was reached. Interviews were transcribed verbatim and analyzed using thematic content analysis with NVivo software. The coding process involved open, axial, and selective coding to extract categories and subcategories that reflected the participants’ experiences and perceptions. Analysis revealed four main categories: (1) conceptual understanding of assessment, (2) institutional and structural barriers, (3) attitudinal and emotional factors, and (4) professional identity and reflective growth. Participants demonstrated limited conceptual clarity about key assessment terms, showed overreliance on summative practices, and expressed confusion between feedback and evaluation. Structural challenges included inadequate practical training, limited curricular integration, and lack of mentoring. Emotionally, participants reported low self-efficacy, fear of mistakes, and passive learning habits. Nonetheless, signs of emerging reflective practice, ethical awareness, and a commitment to student-centered assessment were also evident. Assessment literacy in pre-service teachers is a multidimensional construct shaped by knowledge, beliefs, emotions, institutional conditions, and identity formation. The findings highlight a need for more integrated, practical, and reflective assessment training in teacher education programs. Supporting the development of assessment literacy requires systemic curriculum reforms, stronger practicum mentoring, and a shift toward formative, ethical, and learner-centered practices.