Perspective Chapter: Innovation and Evolution in Tertiary Education – Assessment and Evaluation

1. Introduction

Tertiary education is known as higher education at the post-secondary level. The postsecondary education system has seen a drive for innovation and change in recent decades in the areas of teaching, learning, and assessment [1]. This is offers advanced learning opportunities for students through specialized training, knowledge and skills in a specific area of study. According to National Policy on Education [2], tertiary education is the Post-Secondary school level which is given of Universities, Polytechnics and Colleges of Technology including courses as are given by the Colleges of Education, Advanced Teachers Training colleges, Correspondence Colleges and such Institutions as may be allied to them.

Today, technology has created ways to give students access to interactive learning environments and online learning materials through innovative teaching strategies, hands-on learning opportunities, and career development programs to support research and development across the educational system. This will give students ample opportunity to participate in virtual classrooms through innovative principle of science and technology in tertiary education. This has direct implications of digital technology for the transformation of teaching and learning methods (from instruction to mentoring), teaching personnel (from instructors to coaches), teaching and learning spaces (from physical to virtual spaces), and content (from facts to competences) [3].

Tertiary education is undergoing significant transformations in assessment and evaluation practices, utilizing adaptive learning technologies and joint research projects. These innovations address educational problems, particularly in African tertiary institutions. The focus is on improving teaching, training, and scientific and technological transfer. Soft learning skills, such as academic communication, critical thinking, leadership, and knowledge of educational technology and e-learning systems, are also being developed to meet the increasing demand for assessment systems.

2. Assessment and evaluation in tertiary education

Innovation in tertiary education aims to meet student, industry, and societal needs by addressing challenges, enhancing learning experiences, and preparing students for the workforce. In order to maintain relevance, responsiveness, and alignment with student requirements, the labor market, and global concerns, tertiary education is continuously evolving through curriculum updates, pedagogical changes, assessment techniques, and institutional regulations, including summative evaluation [4]. At this juncture, projects, lengthy essay papers, common admission exams, final exams, etc. are a few instances of formative assessments that provide ongoing feedback to identify areas of strength, weakness, and improvement during the learning process [5].

The diagnostic assessments are used to evaluate students’ knowledge and skills in teaching and learning situations. Pretests and placement tests are commonly utilized for this purpose [6]. The ongoing process of adaptation and development has ensured the effective and relevance of assessment and evaluation in tertiary education. Both concepts are crucial for fostering a dynamic, responsive, and high-quality tertiary education system. Ref. [7] point out the purposes of assessment by offering vital data that is needed to assess whether or not students have mastered the curriculum’s objectives and learning criteria. Here, assessments help students to monitor their developmental higher-order thinking skills and diagnose their problems.

Furthermore, [8] states that assessment strongly frames how students learn and what students achieve. This stimulates tertiary institutions to employ common strategies for curricular adjustments by comparing students’ assessment scores over time and assessing the learning programs and course completion rates at the end of academic periods. Here, educators should use frequent evaluation to give students constructive criticism on their learning progress [9]. Through this, tertiary institutions may assess the success of their programs that will improve academic quality for students’ academic achievement.

3. The role of innovation and evolution in assessment and evaluation methods

Assessment and evaluation are crucial in tertiary education to identify strengths and weaknesses in services, processes, and products. This helps to refine teaching strategies for continuous improvement in tertiary institutions to adopt various transformational aspects in theory, research, and technology to enhance their services and processes. As [10] writes, “Changes and innovations in the practices and policies of assessment and evaluation do not appear in a vacuum but are usually related to broader ideas and discourses about education, training, learning, and policy”.

In education, well-designed assessments proved the students’ academic achievement and development which is in line with learning objectives [11]. Thus, tertiary education instructors attempt to modify the teaching methods and educational curriculum in response to students’ strengths and weaknesses by gathering information through assignments, projects, exams, and other means [9]. Here, tertiary institutions may utilize simulative creativity to enhance educational systems, teaching methods, and overall learning experiences in universities, colleges, and vocational schools to enable students to pursue specialized knowledge and skills.

Additionally, scholars in higher education such as [12] have examined the connection between equitable educational opportunities for a variety of student groups and culturally appropriate evaluations. Thus, virtual reality and simulation enhance students’ skills and prepare them for real-life situations. Another notable development is the use of advanced data analytics, machine learning algorithms, and predictive modeling to analyze patterns in organizational and educational assessment data [13]. By using these techniques, assessments were customized to fit the needs and backgrounds of the pupils. In the words of [14], such data sets and analytical procedures support policymakers in establishing the conditions for optimizing processes and outcomes as well as enable the provision of formative assistance and feedback for students and teachers.

Along with exams from classes and programs, tertiary education is also a part of large-scale standardized testing. Universities frequently produce, certify, and deliver standardized exams, such as the Graduate Record Examination (GRE), Graduate Management Admission Test (GMAT), and college admission examinations [15].

4. Innovative pedagogical approaches in tertiary education

The pedagogical approach aims to enhance students’ educational experience by considering their diverse learning preferences, needs, and access to advanced technology for active learning. The overall learning results and the quality of education received by the students are greatly impacted by this pedagogical technique [16]. Technology evaluations provide dynamic learning settings, and centers for innovation that support students in coming up with original ideas and refining their entrepreneurial abilities to succeed on a worldwide scale.

In addition, competency-based evaluations prioritize mastery of predetermined skills above course duration, enabling students to go at their own speed after fulfilling requirements [17]. It has been investigated if the traditional approach, such as closed-book exams, prioritizes rote memory over in-depth learning and comprehension [8]. Here, the constructivist learning theories suggest that this might result in a rise in interest in different methods or strategies meant to advance students’ abilities and academic growth [18].

According to [19], students in an engineering course utilize inquiry-based, problem-based, and project-based learning methodologies to actively create knowledge by combining new information with existing experiences. When it comes to learning activities, students participate in active learning by writing, talking, solving problems, and other activities that go beyond passive listening [20]. This is how blended learning integrates online and in-person instruction by utilizing technology, such as flipped classrooms, online tests, and other educational technology initiatives, to improve student participation [21]. Tertiary institutions are adopting innovative pedagogical methods to enhance student-centered learning experiences, aiming to replace traditional lecture-based instruction for better career preparation. According to [22], research has shown that incorporating experiential and student-centered learning strategies enhances learning outcomes and increases student engagement. Emerging pedagogical approaches in higher education include flipped classrooms, problem-based learning, cooperative group projects, educational games, simulations, and increased use of technology and online platforms.

The flipped classroom paradigm, according to [23], calls for presenting the majority of the material outside of the classroom, usually through pre-recorded video lectures or online readings and presentations. Here, the teachers encourage the students to take part in more interactive group projects that are connected to the concepts. It is acknowledged that in a range of academic areas and course types, the flipped approach enhances student performance, motivation, and engagement [24].

5. Evolution of assessment and evaluation in tertiary education

The evolution of assessment and evaluation in tertiary education has shifted educational philosophy, technology, and learning practices, promoting learner-centered, technology-integrated, and outcomes-focused approaches to measure student performance and align with tertiary education goals. According to [16], as teaching and learning philosophies change, higher institutions’ methods to assessment and evaluation are altering significantly. In this sense, conventional techniques of assessment and evaluation in postsecondary education were used many years ago, with an emphasis on students’ ability to memorize and recall data. For this reason, the fundamental techniques of assessment and evaluation in higher education are employed to gauge the performance of students.

Svinicki [25] lists them as high-stakes examinations, term papers, and in-class exams that conform to the dominant behaviorist learning theories that stress students’ passive assimilation of information from teachers [26]. The normal method here is to evaluate the depth of subject matter expertise through tests consisting of standardized multiple-choice questions.

6. The need for evolution in changing educational systems and students’ needs

The challenges of globalization and technological growth need postsecondary students to use new technologies. As a result of the global technology viewpoint and the need for quick educational change, students at this educational level may have the opportunity to gain advanced digital literacy abilities. Adedeji and Olaniyan [27] claim that African countries have advanced tertiary education that uses innovative technologies in updating their educational policies, curriculum, teaching strategies, and support systems to equip students with the fundamental abilities required for the job market and national developments. The emergence of new industries has prompted the expansion of educational institutions, student demands, professional inventiveness, specialized skills, and competency that are required in new sectors to contribute to a knowledge-based economy by focusing on economic and industrial transformations. Accordingly, employer needs have changed as a result of the growth of digital technologies and international industries, with a greater emphasis now being placed on critical thinking, communication skills, cooperation, and creativity in postsecondary programs [28].

Many African higher education institutions use outdated teaching methods, focusing on rote memorization. This, coupled with inadequate academic support, limited technology access, and budget constraints, hinders students’ academic success and career opportunities. Thus, the evolution of educational systems has significantly impacted work experience, with private-sector companies and entrepreneurs now seeking graduates with resilient, creative, and soft skills. According to [29], graduates in Africa are not given the chance to further develop their creative and critical thinking skills because of the present ecology and structure of higher education in the continent. In this case, African higher education institutions need to take a wide approach that puts the general welfare of their students as well as their circumstances outside of the classroom first.

Akindutire [30] contends that educational institutions offer resources that take into consideration students’ circumstances and satisfy their basic requirements in order to enable them to study, in addition to altering the curriculum and instructional strategies. In the rapidly changing world of education, students can gain from networking, career counseling, academic counseling, training in digital skills, and internship possibilities. In national and international higher education institutions, these modifications support cultural competency, social awareness, environmental sustainability, quality assurance, flexible curricula, technological integration, lifelong learning, community service, and cooperative projects.

7. Innovations in assessment methods: performance-based assessments

There is need to develop performance-based evaluation method in tertiary education. The performance-based assessment is significant and meaningful learning engagement that develops the expertise and understanding necessary for success in the classroom [31]. This precisely depict students’ learning performance in use their knowledge and abilities rather than only memorize discrete facts [32]. Furthermore, performance-based evaluation method has accurately reflected students’ sophisticated reasoning and evaluation needed for the learning situations in which students encounter in the real world once they graduate [33]. This requires students to demonstrate critical thinking and problem-solving skills to actively complete difficult academic tasks like oral presentations, group discussions, interviews, athletic skill demonstrations, and creative performances in educational settings.

The use of technology in assessment has made the academic tasks to be more interesting and effective by incorporating innovation into the evaluation design for the major educational development [34]. Application of online testing systems and computer-based test have established students’ interactive sessions and performance tasks needed to exhibit their higher-order abilities, practical learning skills and critical thinking [35]. This creates interactive forms that encourage students to participate more actively in the evaluation and assessment processes, setting questions, providing real-time feedback and prompt performance scoring. Here, the use of technology has made assessment to be in continuous process that helps the instructors to observer students’ academic progress [36]. This gives students opportunity to get regular feedback and develop their performance through automatic grading systems prepared with software to grade multiple-choice questions, matching questions, and other types of assessments in order to save time and reduce human error.

Furthermore, artificial intelligence (AI) and natural language processing have acknowledged the issue of innovative assessment method for the analysis of students’ work, grading subjective assessments, providing qualitative feedback, analyzing students’ strengths and weaknesses, grading students’ writing performance and short-answer questions almost as well as human raters [37]. Here, the programming grading system in this form helps instructors to assess students’ performance in order to measure their learning performance, competence, accuracy and engagement.

In addition, performance assignments allow students have chance to express themselves efficiently in various ways that prove their ability [31]. This holds a better position in raising the standard of instruction that offers a more accurate indicator of students’ higher-order abilities to enhance learning and participation [32]. This focuses on tasks that are pertinent to lab work, clinical simulations, or technological demonstrations in order to finish a hands-on project that required students’ creativity.

8. Simulations and practical demonstrations in assessment methods

For effective innovative assessment, virtual experimentation can be conducted through online laboratory simulations. The setting of a physical laboratory motivates science and engineering students to manipulate equipment effectively and observe proper learning outcomes at the end of the session [38]. Here, the design thinking project is an assessment in field of engineering where a student specializes in design projects. In this assessment, a student performance is measured based on the ability demonstrated in the design projects and looks forward to receiving feedback from instructors and peers. In this approach, students are required to have the ability of creativity, problem-solving skills and teamwork.

It is also that business simulations can be used to measure the business students’ performance in the actual market conditions. This will guide the students to understand how to utilize strategic decisions in market strategy, competition, and economic changes by developing an effective practical insight into the business management. Such practical skills in market strategy, competition, and economic changes improve students’ learning performance that requires ability application [39]. While, hands-on approach is used in assessing environmental science students based on their fieldwork and internship experiences. This allows them to understand and apply the theoretical knowledge of their field of study. In coding and programming projects, a student of computer science is assessed based on the ability to demonstrate ability in problem solving skills, coding skills, developing applications and creating software or websites [38].

The integration of simulation and practical demonstration in tertiary education is an innovative method that increases the students’ whole-learning experience. Gaba [40] sees simulation as a learning activity that imitates the real complex task or system required to apply knowledge, skills, and critical thinking. The assessment method in this direction is evolved to successfully measure students’ real learning experience, skills and competency. For [41] simulation is a designed artificial environment and scenario that mirror the real-world contexts in which students can demonstrate their abilities, skills and competencies. Here, practical demonstrations require students to physically demonstrate certain skills or abilities [18]. In traditional method of assessment, certain academic performance in memorization and argument construction is assessed by applying students’ learning in authentic contexts [42]. For [43] the practical demonstrations are evaluations in which students demonstrate their ability in mastering certain practical skills by actually performing them. This has integrated simulation and practical demonstration into an interactive assessment format through technological innovation that reveals the computer-generated environments in the real world to become more immersive and accessible [41]. Similarly, the essential active demonstration has facilitated students’ assessment of skills, application of skills and conceptual understanding [44]. This may improve students’ learning performance by providing a more accurate picture of their learning skills.

9. The impact of innovative assessment and evaluation on students’ learning

Innovative assessment strategies and evaluation in higher education have affected students’ motivation and engagement with learning by improving their critical thinking abilities, real-life activities, problem-solving skills, and critical thinking abilities. Black and Wiliam [45] confirm that assessment and evaluation are fundamental elements of the educational process that enable teachers to measure students’ learning performances and progress. Thus, technological integration using digital tools and learning platforms such as interactive simulations, online tests, and multimedia projects have improved students’ participation in learning activities. This assists instructors to create a safe and flexible learning environment by providing regular feedback, reflective exercises, peer evaluation, and self-assessment.

For Ref. [46] the effectiveness of conventional assessment technique is restricted. However, the innovative approaches to assessment and evaluation have made it possible by employing technological and educational investigation to significantly improve students’ learning. Here, a wide range of assessment techniques have accommodated diverse students’ learning styles which provide them with the opportunities to develop their lifetime learning abilities.

Dikli [47] and Huba and Freed [48] concur that innovative assessment is an alternative evaluation method that promotes higher-order thinking, assess real-world assignments, and give students interactive feedback through performance-based evaluations, idea maps, portfolios, computer adaptive testing, and dynamic assessment. Likewise, alternative evaluations have helped students to acquire innovative abilities together with technological usage, and teamwork while offering deeper insights into their needs and mental processes [49]. In higher education, innovative methods of assessment and evaluation have improved students’ abilities preparing them for the workforce.

In order to assess how effectively students are learning and adjust instruction to suit their needs, instructors must use assessment and evaluation as essential elements of the educational process [50]. Thus, innovative assessments also support improved knowledge retention that is transferred to new contexts by tying learning activities to students’ actual experiences outside of the classroom [51]. For [1], innovative approaches to assessment and evaluation have a favorable effect on students’ learning outcomes, engagement, and acquisition of critical learning skills. Through innovative assignments, instructors may attain continuous learning feedback that helps them understanding the basic requirements of their students’ performance appropriately.

10. Recommendations

Professional development workshops, online courses, peer collaboration, mentorship programs, technology integration, constructive feedback, curriculum alignment, recent research, and ongoing support are required to implement and train educators in innovative assessment and evaluation methods.

In order to meet the needs of students, educators, and society at large, it is imperative that best practices in assessment and evaluation be researched and developed. These practices should address bias, data security, accessibility, interdisciplinary collaboration, global perspectives, formative assessment, and technological advancements. Additionally, ongoing professional development is necessary.

Constant learning, data collecting, frequent review sessions of therapy, constructive criticism and creative experimentation on innovative assessment and evaluation are all necessary for the continuing improvement of academic programs, procedures, and organizations.

11. Conclusion

Given the current status of tertiary education worldwide, it is imperative that nations establish educational systems capable of conducting frequent, realistic assessments and evaluations of the sustainability and quality of higher education [52]. Although evaluation and assessment are sometimes used interchangeably, assessment is more concentrated and entails a thorough analysis of a particular academic initiative, system, program, or issue. Instructors frequently talk about pre-program and ongoing assessments that gauge students’ subject-matter comprehension. This can be completed every week, every day, or at the conclusion of a program, term, or year [53]. In higher education, innovative methods of assessment and evaluation have improved students’ academic experiences and equipped them with critical thinking abilities to tackle real-world problems. In tertiary education, innovative assessment methods emphasize integrated learning, practical application, personalized feedback, technology integration, skill enhancement, drive, and global competitiveness. With the goal of influencing students’ academic results, they employ effective teaching strategies and adaptive learning technologies.