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Written progress tests in higher education can improve learning outcomes. While resource-intensive, collaboration can facilitate implementation and overcome barriers to using this popular assessment method.

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Area of Science:

  • Educational Assessment
  • Higher Education Pedagogy
  • Learning Sciences

Background:

  • Progress testing, a repeated comprehensive assessment, is increasingly utilized in higher education.
  • Understanding the barriers, facilitators, and outcomes of written progress tests is crucial for effective implementation.

Purpose of the Study:

  • To conduct a scoping review documenting barriers, facilitators, and potential outcomes of written progress tests in higher education.
  • To inform educators and institutions about the practical aspects of implementing progress testing.

Main Methods:

  • A comprehensive literature search was conducted across six databases, with articles screened for inclusion based on specific criteria.
  • Data extraction and thematic analysis were performed using Arksey and O'Malley's scoping review methodology, including a snowball approach for additional articles.

Main Results:

  • 104 articles were included, predominantly using multiple-choice/true-false formats and administered quarterly.
  • Key themes identified include implementation barriers (e.g., resource needs), facilitators (e.g., collaboration), acceptance factors (e.g., formative use), and positive learning outcomes.
  • Internal consistency was the most frequently cited source of validity evidence.

Conclusions:

  • Written progress testing demonstrates a positive impact on learning with substantial validity evidence.
  • Despite being resource- and time-intensive, collaborative strategies can facilitate progress testing implementation.
  • Further research may explore optimizing progress testing for diverse higher education contexts.