Reconceptualizing online assessment as learning support in higher education : a multi-method approach toward effective implementation

Heil, Joana

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URN:	urn:nbn:de:bsz:180-madoc-718741
Document Type:	Doctoral dissertation
Year of publication:	2026
Place of publication:	Mannheim
University:	Universität Mannheim
Evaluator:	Ifenthaler, Dirk
Date of oral examination:	2025
Publication language:	English
Institution:	Business School > Wirtschaftspädagogik, Technologiebasiertes Instruktionsdesign (Ifenthaler 2015-)
Subject:	370 Education
Keywords (English):	digitalization , online assessment , higher education
Abstract:	Assessment plays a central role in learning processes. However, current practice in higher education is inadequate when it comes to implementing learningoriented assessment that focuses on active engagement and effective feedback. The use of artificial intelligence and online assessment does not only create new tools and opportunities, but also a momentum for rethinking and redesigning assessment practices in higher education. The research of this doctoral thesis aims to leverage these disruptions to derive guidelines for the implementation and execution of sustainable learning-oriented online assessment. Through a multi-method approach, including a systematic review, two quantitative studies (a survey study and a quasiexperiment) and one qualitative study, it encompasses the current trends in research as well as university teachers and students’ practical views on the design, development and realization of online assessment in higher education. The systematic review focusing on empirical research on online assessment in higher education (1) builds the theoretical groundwork for this thesis. It classifies current practical implementations and introduces objectives and success factors of online assessment. The results highlight the broad range of design possibilities as well as the effects of formative assessment on different learning outcomes. To develop a comprehensive understanding of online assessment and the impact of AI, it is necessary to investigate students’ perceptions and evaluations of these tools. Therefore, this thesis includes an international survey study on students (2), analyzing different application scenarios of different AI-based tools to achieve a nuanced view on how students intend to use GenAI in higher education assessment and in how far individual AI competence can influence the evaluation of these tools. Furthermore, the design possibilities of assessment identified in Paper 1 pose the question how students accept and benefit from them. Therefore, a quasiexperimental study was conducted to investigate students’ evaluation of and learning from self-, peer and teacher assessment (3). The paper identifies the potential of peer assessment and emphasizes the call for a broader online assessment design and implementation. It also highlights the impact that individual feedback literacy can have on the improvement based on feedback. A qualitative interview study (4) includes the perspective of teachers reflecting their expectations and identified challenges of online assessment in higher education. The results further point towards the transformative effect that online assessment can have on their current practices while highlighting existing challenges. Ultimately, overall implications based on all four studies are drawn for research, as well as multiple stakeholders in practice. In addition, perspectives for future research are outlined, and clear questions raised that need to be addressed to guarantee the effective implementation of online assessment.
Translation of the title:	Neukonzeption des Online-Assessments als Lernunterstützung in der Hochschulbildung : ein multimethodischer Ansatz für eine effektive Umsetzung (German)