Shifting from Traditional to Alternative Assessment Methods in Higher Education: A Case Study of Norwegian and Italian Universities

The background of this study is the growing focus on so-called “student-active” or “student-centered” learning and teaching methods, which have demonstrated to improve students’ learning outcomes and soft skills. However, despite the benefits of these methods, much university teaching still relies on final high-stakes summative examinations, which may lead to students’ lack of engagement in learning activities during the semester and increased focus on the preparation for the final exam. This paper is aimed at exploring the traditional and alternative assessment methods used in higher education in Norway and Italy and focuses on two research questions: (1) What are the different types of student assessment involved at universities in Norway and Italy? and (2) What are the benefits and challenges related to alternative assessment formats in higher education when compared to the traditional ones? To answer the first question, the assessment forms used in selected units at a university in Norway and Italy were mapped out. To answer the second question, six university instructors with experience in alternative assessment were interviewed. The results contribute to a better understanding of the factors motivating instructors to transition to alternative assessment, as well as possible barriers for the implementation of alternative assessment.