Assessment and Practice in Educational Sciences

This study aimed to identify classroom-based indicators of assessment coherence in cross-curricular projects as perceived by teachers in Tehran, with a focus on practices that align learning goals, instructional activities, and assessment strategies. A qualitative research design was employed, involving semi-structured interviews with 26 teachers and curriculum specialists from primary and secondary schools in Tehran who had experience with cross-curricular project implementation. Data collection continued until theoretical saturation was achieved. Interviews were audio-recorded, transcribed verbatim, and analyzed thematically using NVivo software. The analysis followed an open coding process, with codes and themes refined through constant comparison and member checking to ensure rigor and trustworthiness. Three major themes emerged from the data: (1) Alignment of Learning Goals and Tasks, which included shared learning objectives, unified assessment criteria, integrated content, balanced subject representation, collaborative curriculum mapping, and reflective alignment reviews; (2) Collaborative Instructional Practices, encompassing co-teaching, regular planning meetings, professional development, structured communication, student involvement in planning, and conflict resolution strategies; and (3) Evidence and Use of Learning Outcomes, which comprised the use of multiple forms of evidence, continuous feedback mechanisms, systematic documentation, transparent reporting, and reflection on learning. Teachers highlighted the importance of joint planning, diversified assessment, and participatory approaches for maintaining coherence and student engagement in cross-curricular projects. The findings underscore the significance of structured teacher collaboration, diversified assessment evidence, and ongoing reflective practice in achieving assessment coherence within cross-curricular projects. Supporting these practices through school-level structures, targeted professional development, and inclusion of student voice is essential for advancing the quality and impact of integrated education. These results offer actionable recommendations for educators and policymakers aiming to foster coherent, equitable, and meaningful assessment in interdisciplinary learning environments.

This study aims to identify indicators of equity and access in formative assessment practices from the perspectives of students in Tehran. A qualitative research design was employed, utilizing semi-structured interviews with 25 students from various educational institutions in Tehran. Participants were purposefully sampled to ensure diversity in backgrounds and academic experiences. Data collection continued until theoretical saturation was reached. All interviews were audio-recorded, transcribed verbatim, and analyzed thematically using NVivo software. The analysis followed Braun and Clarke’s (2006) guidelines, with open coding and the development of themes and subthemes reflecting students’ experiences and perceptions related to equity and access in formative assessment. Analysis of the interview data revealed three main themes: fairness and transparency, accessibility and support, and inclusivity and student voice. Students emphasized the importance of clear assessment criteria, unbiased feedback, and consistent grading as foundational to fair assessment. Accessibility was highlighted through the need for language support, digital equity, and individualized accommodations, while emotional and academic supports were also noted as crucial. Inclusivity emerged in students’ calls for culturally sensitive practices, active mechanisms for student feedback, adaptation to learning styles, and opportunities for peer collaboration. Participants provided specific examples of how these indicators influenced their sense of fairness and engagement in formative assessment tasks. The study underscores the centrality of student perspectives in identifying practical indicators of equity and access within formative assessment. Findings highlight the necessity of transparent criteria, accessible resources, and inclusive practices to ensure that all students can meaningfully participate and benefit from formative assessment. The results provide actionable insights for educators and policymakers committed to fostering more equitable and supportive assessment environments in diverse educational contexts.

This study aims to identify expert consensus on the indicators of authenticity in problem-based assessment tasks within higher education contexts. A qualitative research design was employed, utilizing semi-structured interviews with 27 assessment and curriculum experts from universities and educational institutions in Tehran. Participants were selected purposively based on their expertise in assessment design and problem-based learning. Data collection continued until theoretical saturation was achieved. All interviews were audio-recorded, transcribed verbatim, and analyzed using NVivo software. Thematic analysis was conducted to identify major themes and subthemes, ensuring a rigorous and systematic exploration of expert perspectives. Analysis of the data revealed three overarching themes as key indicators of authenticity in problem-based assessment tasks: real-world relevance, cognitive demand and learner engagement, and assessment transparency and fairness. Within these themes, subthemes such as alignment with professional practice, societal impact, authentic resources, collaboration, reflection, clear criteria, equity, and student voice were identified as critical. Experts consistently emphasized the importance of simulating professional environments, addressing meaningful societal problems, fostering higher-order thinking, and ensuring transparent, inclusive assessment processes. The study provides a comprehensive, expert-informed framework for designing authentic problem-based assessments in higher education. By highlighting multidimensional indicators that span real-world alignment, cognitive complexity, and transparent, equitable practices, the findings offer practical guidance for educators and policymakers aiming to enhance the relevance, effectiveness, and fairness of assessment. Adoption of these indicators may better prepare students for the complex challenges of contemporary professional and societal contexts.

This study aims to identify the key indicators of teacher proficiency within Assessment for Learning (AfL) frameworks based on the perspectives and practices of secondary school teachers in Tehran. A qualitative research design was employed, utilizing semi-structured interviews with 13 purposively selected secondary teachers in Tehran who actively implement AfL practices. Data collection continued until theoretical saturation was achieved. All interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis facilitated by NVivo software. The coding process involved open and axial coding, constant comparison, and regular team discussions to ensure the trustworthiness and credibility of the findings. Analysis revealed three overarching themes of teacher proficiency in AfL: (1) assessment planning and design, including alignment with learning objectives, variety of assessment methods, differentiation, clarity of assessment criteria, diagnostic assessment, and evidence-based design; (2) feedback and communication, encompassing timely, constructive, and student-centered feedback, clarity and accessibility, student involvement, ongoing communication, and sensitivity to individual differences; and (3) professional growth and reflective practice, characterized by self-evaluation, collaborative assessment culture, engagement in professional development, responsiveness to student data, and research-informed teaching. These indicators align with established models of assessment literacy and demonstrate the multifaceted nature of effective AfL practices in the classroom. This study highlights the complexity and multidimensionality of teacher proficiency in AfL, underscoring the interplay of technical, relational, and reflective competencies necessary for effective assessment. The findings support the need for targeted professional development, collaborative learning opportunities, and institutional support to foster AfL practices. Future research should broaden the scope and use mixed methods to triangulate perspectives and strengthen generalizability. Cultivating a reflective, evidence-based culture remains central to advancing AfL implementation and improving student learning outcomes.

This study aims to identify the key indicators that characterize the effective use of assessment feedback in undergraduate writing courses, as perceived by students and instructors. A qualitative research design was employed, utilizing semi-structured interviews with 21 participants (students and instructors) from undergraduate writing courses in Tehran. Participants were selected through purposive sampling to capture a range of experiences with assessment feedback. Interviews were conducted until theoretical saturation was achieved, and each was audio-recorded, transcribed, and analyzed thematically. NVivo software was used to support systematic coding and the identification of main themes and subthemes. Analysis revealed three major themes with several subcategories as indicators of effective feedback use: (1) feedback reception and understanding, including clarity, timeliness, engagement, emotional response, accessibility, and growth orientation; (2) feedback utilization and application, such as integration into revisions, self-regulation skills, feedback-seeking behaviors, transferability across tasks, and barriers to utilization; and (3) instructor practices and institutional support, encompassing consistency, alignment with learning outcomes, feedback dialogue, professional development, supportive policies, recognition, and access to resources. Illustrative quotations highlighted the importance of clear, timely, actionable, and dialogic feedback, as well as the necessity of institutional and instructor support to overcome barriers and foster meaningful engagement with feedback. Effective use of assessment feedback in undergraduate writing courses depends on a complex interplay of clear communication, emotional support, proactive student engagement, and robust institutional and instructor practices. The identified indicators provide a comprehensive framework for improving feedback processes, supporting student development, and informing professional development and policy at the course and institutional level.

This study aimed to explore educators’ perspectives on the concept of assessment as learning through a 
phenomenological lens to understand how it is conceptualized, enacted, and experienced within 
classroom contexts. A qualitative phenomenological research design was employed. Data were collected 
through semi-structured interviews with 27 educators from various schools in Tehran. Participants were 
purposefully selected to ensure diverse teaching backgrounds. Interviews were audio-recorded, 
transcribed verbatim, and analyzed thematically using NVivo software. Data collection and analysis 
continued until theoretical saturation was reached. Three main themes emerged from the analysis: (1) 
Pedagogical foundations of assessment as learning, including emphasis on self-regulation, formative 
feedback, learner autonomy, integrated assessment, shifts in educator roles, and purposeful assessment 
design; (2) Challenges and constraints such as institutional barriers, professional development needs, 
student readiness, resource limitations, assessment culture, and equity concerns; and (3) Perceived 
outcomes and impacts including deepened learning, increased student engagement, enhanced 
motivation, improved metacognition, and strengthened classroom relationships. Educators recognized 
the potential of assessment as learning to foster learner agency and deeper engagement but identified 
significant systemic and cultural obstacles that limit its full implementation. The study highlights 
educators’ sophisticated understanding of assessment as learning and its benefits for student autonomy 
and metacognitive development. However, institutional, cultural, and resource-related constraints pose 
challenges that require systemic support. Professional development, collaborative communities, and 
aligned policies are critical to enable meaningful adoption of assessment as learning. These findings 
provide valuable insights for educational stakeholders aiming to promote learner-centered assessment 
practices.

This study aimed to explore student-perceived indicators of assessment credibility and trustworthiness in higher education through an in-depth qualitative approach. A qualitative research design was employed, utilizing semi-structured interviews to gather rich, contextual data from 24 undergraduate and postgraduate students enrolled in universities in Tehran. Participants were selected through purposive sampling to ensure diversity across age, gender, and academic disciplines. Data collection continued until theoretical saturation was achieved. All interviews were audio-recorded, transcribed verbatim, and analyzed inductively using thematic analysis supported by NVivo software to identify emergent themes and patterns in students’ experiences and perceptions. Three main themes emerged from the data: transparency in assessment, assessor integrity and fairness, and evidence-based assessment. Students identified clear assessment criteria, explicit rationale for assessment methods, and consistent feedback as critical components of transparent assessment. Assessor impartiality, ethical conduct, and professionalism were highlighted as essential for ensuring fairness and trust. Furthermore, students valued the use of multiple evidence sources, alignment with learning outcomes, robust documentation, and opportunities for student involvement in assessment processes. The integration of student feedback into continuous improvement practices was also perceived as a significant indicator of credible assessment. Participant quotations emphasized the importance of open communication, consistency, and empowerment in building trust in assessment systems. The findings suggest that assessment credibility and trustworthiness are multifaceted constructs shaped by transparent processes, ethical and fair assessor behavior, and evidence-based, participatory practices. Educational institutions can enhance the legitimacy and effectiveness of assessment by prioritizing clear communication, fostering student involvement, and ensuring systematic consistency and accountability. These insights contribute to the development of more legitimate, equitable, and trusted assessment systems in higher education.

This study aims to explore the assessment practices that shape learner autonomy in language education, 
focusing on the perceptions of teachers, curriculum designers, and administrators in Tehran. A 
qualitative research design was employed, involving semi-structured interviews with 28 participants 
selected purposively from language education institutions in Tehran. Data collection continued until 
theoretical saturation was achieved. Interviews were audio-recorded, transcribed verbatim, and analyzed 
using thematic analysis with the assistance of NVivo software to identify key themes and patterns related 
to assessment and learner autonomy. Three main themes emerged from the analysis: Assessment Design 
for Autonomy, Teacher Practices Facilitating Autonomy, and Learner Engagement and Autonomy. 
Formative feedback, self-assessment integration, authentic tasks, transparent criteria, learner choice, and 
continuous assessment were identified as critical design elements supporting autonomy. Teachers played 
a pivotal role by co-creating goals, fostering dialogic assessment, promoting reflection, encouraging peer 
assessment, and building trust to empower learners. Learners demonstrated autonomy through intrinsic 
motivation, self-regulation skills, active engagement with feedback, peer collaboration, and emotional 
resilience. Barriers such as cultural expectations, fear of failure, and teacher dependence were also 
acknowledged as challenges to autonomy development. Assessment practices significantly influence 
learner autonomy in language education by providing structures and supports that empower learners to 
take control of their learning. Formative, authentic, and learner-centered assessment approaches, 
combined with supportive teacher mediation, facilitate autonomy development. However, contextual 
factors and learner readiness must be considered to effectively implement autonomy-supportive 
assessments. The study recommends embedding formative feedback, self- and peer-assessment, and 
authentic tasks in language curricula while fostering trusting, dialogic teacher-student relationships to 
maximize learner autonomy.