Student assessment has become, over the past years, an important and complex issue about higher education pedagogy. This paper aims to present a systematic review of empirical studies (Master and PhD thesis), carried out in Portuguese public universities, focused on the topic of student assessment in higher education, from the year 2010 to 2020. The research methodology followed a qualitative approach, using e PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) model to develop the systematic review. Findings show a trend of change in the assessment practices of students in higher education, whose direction points to an increase of formative assessment centered on students. A strong trend of innovation in assessment practices with the use of technologies also emerges from the studies.

AFONSO, A. J. Políticas educativas e accountability em educação - subsídios para um debate iberoamericano. Revista de Ciências da Educação, [Lisboa], n. 9, p. 57-70, 2009. Available in: http://sisifo.ie.ulisboa.pt/index.php/sisifo/article/view/148. Access in: 22 nov. 2021.

ALLAL, L.; CARDINET, J.; PERRENOUD, P. L’évaluation formative dans un enseignement différencié. [S. l.]: Editions Peter Lang, 1979.

ALMOSSA, S. Y. University students’ perspectives toward learning and assessment during COVID-19. Education and Information Technologies, [S. l.], v. 26, p. 7163-7181, 2021.

AMANTE, L.; OLIVEIRA, I. Avaliação das aprendizagens: perspetivas, contextos e práticas. Lisboa: Universidade Aberta, 2016.

ARANDA, A. F.; MOREIRA, H. A participação dos alunos no processo de avaliaçã o: uma experiência no ensino superior. Meta: Avaliação, Rio de Janeiro, v. 5, n. 14, p. 217-237, 2013. Available in: https://revistas.cesgranrio.org.br/index.php/metaavaliacao/article/view/164. Access in: 10 feb. 2022.

ARAÚJO, S. P. G. A influência dos métodos de avaliação nos resultados dos alunos do ensino superior. Orientadora: Joana Martinho de Almeida Costa Pardal. 2020. 71 f. Dissertação (Mestrado em Informática e Gestão) - Instituto Universitário de Lisboa, Lisboa, 2020. Available in: http://hdl.handle.net/10071/21852. Access in: 8 oct. 2021.

AZEVEDO, J. M. M. L. de. Avaliação sumativa em matemática no ensino superior com recurso a questões de escolha-múltipla: uma abordagem utilizando a metodologia investigação-ação. Orientadora: Ema Patrícia de Lima Oliviera. 2017. 249 f. Tese (Doutorado em Educação) - Universidade da Beira Interior, Covilhã, 2017. Available in: http://hdl.handle.net/10400.6/4493. Access in: 8 oct. 2021.

AZEVEDO, L. F. M. C. B. Avaliação das aprendizagens no ensino superior: estudo de um sistema de avaliação nas unidades curriculares de projeto de simulação empresarial. Orientadora: Nilza Maria Vilhena Nunes da Costa. 2012. 246 f. Tese (Doutorado em Didática e Formação) - Universidade de Aveiro, Aveiro, 2012. Available in: http://hdl.handle.net/10773/9153. Access in: 8 oct. 2021.

BARDIN, L. Análise do conteúdo. Coimbra: Edições 70, 2011.

BAZVAND, A. D.; RASOOLI, A. Students’ experiences of fairness in summative assessment: a study in a higher education context. Studies in Educational Evaluation, New York, v. 72, 2022.

BENAVIDES MORENO, N. E.; REYES-ARAYA, D. E.; GONZÁLEZ SOTO, S. A. Evaluación de aprendizajes. Una práctica docente al debe. Meta: Avaliação, Rio de Janeiro, v. 14, n. 45, p. 749-773, 2022. Available in: https://revistas.cesgranrio.org.br/index.php/metaavaliacao/article/view/3801. Access in: 10 jan. 2023.

BENHURA, A. R.; VENGANAI, H.; ZENGENI, F.; MUNODAWAFA, M. Rethinking students’ assessments in higher education during and post-COVID-19. In: MARE, A.; WOYO, E.; AMADHILA, E. M. (ed.). Teaching and learning with digital technologies in higher education institutions in Africa: case studies from a pandemic context. London: Routledge, 2022. p. 77-89. Available in: https://www.taylorfrancis.com/books/9781003264026/chapters/10.4324/9781003264026-7. Access in: 10 jan. 2023.

BLACK, P.; HARRISON, C.; LEE, C.; MARSHALL, B.; WILLIAM, D. Assessment for learning: putting it into practice. [S. l.]: Open University Press, 2003.

BLACK, P.; WILIAM, D. Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, New York, v. 5, n. 1, p. 7-74, 1998.

BLACK, P.; WILIAM, D. Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, [S. l.], v. 21, n. 1, p. 5-31, 2009.

BLOOM, B.; HASTINGS, J.; MADAUS, G. Handbook of formative and summative evaluation of student learning. [S. l.]: Mac Graw Hill, 1971.

BOLZAN, L. M.; FERNANDES, D.; ANTUNES, E. di D. Concepções avaliativas no ensino superior de administração. Meta: Avaliação, Rio de Janeiro, v. 11, n. 32, p. 376-405, 2019. Available in: http://revistas.cesgranrio.org.br/index.php/metaavaliacao/article/view/1998. Access in: 10 jan. 2023.

BROWN, S.; RACE, P.; SMITH, B. 500 tips on assessment. London: Kogan Page, 1996.

BROWN UNIVERSITY. Guidelines for assessing student learning. Brown University, Providence, 2020. Available in: https://www.brown.edu/sheridan/teaching-learning-resources/teaching-resources/course-design/classroom-assessment/guidelines. Access in: 10 jul. 2020.

CALIATTO, S. G.; MENDES, C. T. A.; ALMEIDA, L. S. Métodos de estudo no ensino superior: construção e validação de um questionário. Psicologia da Educação, São Paulo, n. 53, p. 109-117, 2022. DOI: https://doi.org/10.23925/2175-3520.2021i53p109-117. Available in: https://revistas.pucsp.br/index.php/psicoeduca/article/view/59989. Access in: 27 dec. 2022.

CÁRDENAS CABELLO, F.; LUNA NEMECIO, J. M. Online evaluation ahead of covid-19 pandemic: challenges and opportunities for mexican universities. Revista Universidad y Sociedad, [S. l.], v. 12, n. 6, p. 393-403, 2020.

CHALETA, M. E.; ENTWISTLE, N. Abordagens à aprendizagem no ensino superior – Approaches and Study Skills Inventory for Students (ASSIST) no contexto português. Educação: Temas e Problemas, Evora, v. 9, p. 7-18, 2011. Available in: http://hdl.handle.net/10174/9736. Access in: 10 oct. 2021.

CURAJ, A.; MATEI, L.; PRICOPIE, R.; SALMI, J.; SCOTT, P. (ed.). The European Higher Education Area: between critical reflections and future policies. Cham: Springer International Publishing, 2015. Availablei in: http://link.springer.com/10.1007/978-3-319-20877-0. Access in: 16 nov. 2021.

DE WIT, H.; DECA, L. Internationalization of higher education, challenges and opportunities for the next decade. In: CURAJ, A.; DECA, L.; PRICOPIE, R. (ed.). European Higher Education Area: challenges for a new decade. Cham: Springer International Publishing, 2020. p. 3-11. Available in: https://link.springer.com/10.1007/978-3-030-56316-5_1. Access in: 25 nov. 2021.

DÍEZ GUTIÉRREZ, E. J.; GAJARDO ESPINOZA, K. Educar y evaluar en tiempos de Coronavirus: la situación en España. Multidisciplinary Journal of Educational Research, [S. l.], v. 10, n. 2, 2020. Available in: https://hipatiapress.com/hpjournals/index.php/remie/article/view/5604. Access in: 8 oct. 2021.

DUARTE, M. I. F. C. Diferentes modalidades de avaliação e desempenho de alunos do ensino superior. Orientadora: Maria Isabel Correia Duarte. 2010. 212 f. Dissertação (Mestrado em Ciências da Educação) - Faculdade de Psicologia e de Ciências da Educação, Universidade de Coimbra, Coimbra, 2010. Available in: https://estudogeral.uc.pt/handle/10316/15588?locale=en. Access in: 8 oct. 2021.

EARL, L. M.; KATZ, S. Rethinking classroom assessment with purpose in mind. [S. l.: s. n.], 2006.

EARL, L. M. Assessment as learning: using classroom to maximise student learning. [California: Corwin], 2003.

EUROPEAN COMMISSION. Bologna Declaration. Bologna, 1999.

EUROPEAN COMMISSION. The European Higher Education Area in 2018: Bologna Process implementation report. Luxembourg: Publications Office of the European Union, 2018.

EVANS, C. Student assessment: thematic peer group report. [S. l.]: European University Association, 2020. . Available in: https://eua.eu/downloads/publications/eua report student assessment_web.pdf. Access in: 19 oct. 2021.

FERNANDES, D. Para um enquadramento teórico da avaliação formativa e da avaliação sumativa das aprendizagens escolares. In: ORTIGÃO, M. I. R.; FERNANDES, D.; PEREIRA, T. V.; SANTOS, L. (org.). Avaliar para aprender no Brasil e em Portugal: perspectivas teóricas, práticas e de desenvolvimento. [S. l.]: Editora CRV, 2019. p. 139-163.

FERNANDES, S. R. G. Aprendizagem baseada em projectos no contexto do ensino superior: avaliação de um dispositivo pedagógico no ensino de engenharia. Orientadora: Maria Assunção Flores Fernandes. 2011. 332 f. Tese (Doutorado em Ciências da Educação) - Universidade do Minho, Braga, 2011. Available in: http://hdl.handle.net/1822/12234. Access in: 8 oct. 2021.

FERNANDES, S.; ALVES, A. C.; UEBE-MANSUR, A. Student-centered assessment practices. In: MOURA, A. S.; REIS, P.; CORDEIRO, M. N. D. S. (ed.). Handbook of research on determining the reliability of online assessment and distance learning. [S. l.: s. n.], 2021. p. 213-243. Available in: http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-7998-4769-4.ch009. Access in: 8 jan. 2022.

FERNANDES, S.; ARAÚJO, A. M.; MIGUEL, I.; ABELHA, M. Teacher professional development in higher education: the impact of pedagogical training perceived by teachers. Education Sciences, [S. l.], v. 13, n. 3, p. 1-13, 2023. DOI: https://doi.org/10.3390/educsci13030309. Available in: https://www.mdpi.com/2227-7102/13/3/309. Access in: 1 mar. 2023.

FERNANDES, S.; FLORES, M. A.; LIMA, R. M. Students’ views of assessment in project-led engineering education: findings from a case study in Portugal. Assessment and Evaluation in Higher Education, Bath, v. 37, n. 2, 2012.

FLORES, M. A. Avaliação no ensino superior: conceções e práticas. Santo Tirso: De Facto, 2019.

FLORES, M. A.; BROWN, G.; PEREIRA, D.; COUTINHO, C.; SANTOS, P.; PINHEIRO, C. Portuguese university students’ conceptions of assessment: taking responsibility for achievement. Higher Education, [S. l.], v. 79, n. 3, p. 377-394, 2020. Available in: http://repositorium.sdum.uminho.pt/handle/1822/68349. Access in: 6 apr. 2020.

GAEBEL, B. M.; ZHANG, T.; BUNESCU, L.; STOEBER, H. Learning and teaching in the European Higher Education Area. [S. l.: s. n.], 2018.

GIBBS, G.; SIMPSON, C. Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, [S. l.], n. 1, p. 3-31, 2005. Available in: https://eprints.glos.ac.uk/3609/. Access in: 8 oct. 2021.

GONZALEZ, T.; RUBIA, M. A. de la; HINCZ, K. P.; COMAS-LOPEZ, M.; SUBIRATS, L.; FORT, S.; SASCHA, G. M. Influence of COVID-19 confinement on students’ performance in higher education. PLOS ONE, [S. l.], v. 15, n. 10, 2020. DOI: https://doi.org/10.1371/journal.pone.0239490. Available in: https://dx.plos.org/10.1371/journal.pone.0239490. Access in: 18 nov. 2021.

HATTIE, J.; CLARKE, S. Visible learning: feedback. London: Routledge, 2019.

HATTIE, J.; TIMPERLEY, H. The power of feedback. Review of Educational Research, Washington, DC, v. 77, p. 81-112, 2007.

HOUGHTON, W. Engineering subject centre guide: learning and teaching theory for engineering academics. [London: The Higher Education Academy], 2004. .

ISHENGOMA, J. M. Incorporating the tuning approach in higher education curricular reforms and course design in Tanzania for enhancing graduates’ competencies: stakeholders’ views. Tuning Journal for Higher Education, [S. l.], v. 5, n. 1, 2017.

ISMAIL, S. M.; RAHUL, D. R.; PATRA, I.; REZVANI, E. Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill. Language Testing in Asia, [S. l.], v. 12, n. 1, 2022.

JESUS, Â. Conceção, implementação e avaliação de uma metodologia blended-learning no ensino da farmacoterapia, baseada em casos clínicos. Orientadora: Maria João Gomes. 2014. Tese (Doutorado em Ciências da Educação) - Universidade do Minho, Braga, 2014. Available in: http://hdl.handle.net/1822/35080. Access in: 10 oct. 2021.

KLUGER, A. N.; DENISI, A. The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, Washington, DC, v. 119, p. 254-284, 1996.

LANE, R. et al. Formative assessment evidence and practice literature review. [S. l.]: AITSL, 2019.

LIMA, R. M.; DINIS-CARVALHO, J.; SOUSA, R. M.; ALVES, A. C.; MOREIRA, F.; FERNANDES, S.; MESQUITA, D. Ten years of project-based learning (PBL) in industrial engineering and management at the University of Minho. In: GUERRA, A.; ULSETH, R.; KOLMOS, A. (ed.). PBL in engineering education: international perspectives on curriculum change. [S. l.: s. n.], 2017.

LOUREIRO, P.; GOMES, M. J. Online peer assessment for learning: findings from higher education students. Education Sciences, [S. l.], v. 13, n. 3, p. 1-19, 2023. DOI: https://doi.org/10.3390/educsci13030253. Available in: https://www.mdpi.com/2227-7102/13/3/253. Access in: 1 mar. 2023.

LOURENÇO, A. B.; PAIVA, M. O. A. Abordagens à aprendizagem: a dinâmica para o sucesso académico. Revista CES Psicología, Medellín, v. 8, n. 2, p. 47-75, 2015. Available in: http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S2011-30802015000200004#:~:text=Nesta%20abordagem%2C%20os%20elementos%20do,mas%20a%20sua%20cuidada%20lapida%C3%A7%C3%A3o. Access in: 1 mar. 2023.

MONTENEGRO-RUEDA, M.; ROSA, A. L. de la; SÁNCHEZ-SERRANO, J. L. S.; FERNÁNDEZ-CERERO, J. Assessment in higher education during the COVID-19 pandemic: a systematic review. Sustainability, [S. l.], v. 13, n. 19, p. 1-13, 2021. Available in: https://www.mdpi.com/2071-1050/13/19/10509. Access in: 8 oct. 2021

MORAIS, A. M. M. da S. O processo de Bolonha e a avaliação das aprendizagens: um estudo de práticas em mudança. Orientador: Almerindo Janela Afonso. 2013. 338 f. Tese (Doutorado em Ciências da Educação) - Universidade do Minho, Braga, 2013. Available in: http://hdl.handle.net/1822/28770. Access in: 10 oct. 2021.

MOSS, C. M.; BROOKHART, S. M. Advancing formative assessment in every classroom: a guide for instructional leaders. [S. l.]: ASCD, 2019.

ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT. Formative assessment: improving learning in secondary classrooms. Paris: OECD, 2005.

ORTIGÃO, M. I. R.; FERNANDES, D.; PEREIRA, T. V.; SANTOS, L. (org.). Avaliar para aprender no Brasil e em Portugal: perspectivas teóricas, práticas e de desenvolvimento. [S. l.]: Editora CRV, 2019.

PEDROSA, D. C. C. Autorregulação e corregulação das aprendizagens no ensino superior: estratégias adotadas por alunos de programação de computadores. Orientador: José Paulo Cerdeira Cleto Cravino. 2017. 293 p. Tese (Doutorado em Didática de Ciências e Tecnologias) - Universidade de Trás-os-Montes e Alto Douro, Vila Real, 2017.

PEREIRA, D. A. R. A avaliação das aprendizagens no ensino superior na perspetiva dos estudantes. Um estudo exploratório. Orientadora: Maria Assunção Flores. 2011. 151 f. Dissertação (Mestrado em Ciências da Educação) - Universidade do Minho, Braga, 2011. Available in: http://repositorium.sdum.uminho.pt/handle/1822/19122. Access in: 12 oct. 2021.

PEREIRA, D. A. R. Assessment in higher education and quality of learning: perceptions, practices and implications. Orientadora: Maria Assunção Flores. 2016. 301 f. Tese (Doutorado em Ciências de Educação) - Universidade do Minho, Braga, 2016. Available in: http://hdl.handle.net/1822/43445. Access in: 12 oct. 2021.

PEREIRA, D.; FLORES, M. A.; BARROS, A. Perceptions of portuguese undergraduate students about assessment: a study in five public universities. Educational Studies, [Oxford], v. 43, n. 4, p. 442- 463, 2017. Available in: http://repositorium.sdum.uminho.pt/handle/1822/47061. Access in: 7 apr. 2020.

PEREIRA, D.; FLORES, M. A.; NIKLASSON, L. Assessment revisited: a review of research in assessment and evaluation in higher education. Assessment & Evaluation in Higher Education, Bath, v. 41, n. 7, p. 1008-1032, 2016. DOI: https://doi.org/10.1080/02602938.2015.1055233. Available in: https://www.tandfonline.com/doi/full/10.1080/02602938.2015.1055233. Access in: 7 apr. 2020.

PEREIRA, M.; BARRETO, M. PBL in school of engineering of Lorena at the University of São Paulo: lessons learned and challenges. [S. l: s. n.], 2016.

RAMAPRASAD, A. On the definition of feedback. Behavioural Science, Toronto, v. 28, p. 4-13, 1983.

RAMOS, A. F.; AFONSO, P.; CRUCHINHO, A.; DELGADO, F.; RAMOS, G. M. A.; SAPETA, A. P. Pedagogical changes towards the implementation of the Bologna Process: indicators’ structure of measurement. Journal of Further and Higher Education, London, v. 39, n. 1, p. 67-84, 2015.

RUIZ-PRIMO, M. A.; BROOKHART, S. M. Using feedback to improve learning. London: Routledge, 2018.

SADLER, D. R. Formative assessment: revisiting the territory. Assessment in Education, [S. l.], v. 5, p. 38-43, 1989.

SAMBELL, K.; MCDOWELL, L.; BROWN, S. “But is it fair?”: an exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation, New York, v. 23, n. 4, p. 349-371, 1997.

SAMBELL, K.; MCDOWELL, L.; MONTGOMERY, C. Assessment for learning in higher education. London: Routledge, 2012. Available in: https://www.taylorfrancis.com/books/9781136734946. Access in: 8 fev. 2022.

SANTOS, S. E.; OLIVEIRA, M. M. F. de; RODRIGUES, S. C.; ALMEIDA, S. do C. D. de. Avaliação da aprendizagem na educação superior: cooperação e inovação. Meta: Avaliação, Rio de Janeiro, v. 14, n. 44, p. 580-602, 2022. Available in: https://revistas.cesgranrio.org.br/index.php/metaavaliacao/article/view/3766. Access in: 7 jan. 2023.

SCRIVEN, M. The methodology of evaluation. [S. l.]: Rand McNally, 1967.

SHAMSEER, L.; MOHER, D.; CLARKE, M.; GHERSI, D.; LIBERATI, A.; PETTICREW, M.; SHEKELLE, P. S. L. Prisma-P 2015. BMJ: British Medical Journal, Lisboa, 2015.

STRUYVEN, K.; DOCHY, F.; JANSSENS, S. Students’ perceptions about evaluation and assessment in higher education: a review. Assessment and Evaluation in Higher Education, Bath, v. 30, n. 4, p. 325-341, 2005.

TANG, C. Perceptions of task demand, strategy attributions and student learning. Research and Development in Higher Education, [S. l.], v. 15, p. 474-481, 1992.

TORRES, M. F. da S. Modos de trabalho pedagógico e de avaliação da aprendizagem no ensino superior: um estudo na Universidade do Porto. Orientadora: Carlinda Leite. 2012. 455 f. Tese (Doutorado em Ciências da Educação) - Faculdade de Psicologia e de Ciências da Educação, Universidade do Porto, Porto, 2012. Available in: https://repositorio-aberto.up.pt/handle/10216/67683. Access in: 14 oct. 2021.

TUAH, N. A. A.; NAING, L. Is online assessment in higher education institutions during COVID-19 pandemic reliable?. Siriraj Medical Journal, [S. l.], v. 73, n. 1, p. 61-68, 2020. Available in: https://he02.tci-thaijo.org/index.php/sirirajmedj/article/view/246342. Access in: 23 nov. 2021.

UEBE-MANSUR, A. F.; ALVES, A. C. The importance of peer assessment & self-assessment in PBL applied to an administration course. Revista Ibero-Americana de Estudos em Educação, Araraquara, SP, v. 13, n. esp., p. 451-467, 2018.

VEIGA, A.; AMARAL, A. Survey on the implementation of the Bologna process in Portugal. Higher Education, [S. l.], v. 57, n. 1, p. 57-69, 2009.

WILIAM, D.; THOMPSON, M. Integrating assessment with instruction: what will it take to make it work?. In: DWYER, C. A. (org.). The future of assessment: shaping teaching and learning. [S. l.]: Lawrence Erlbaum Associates, 2007. p. 53-82.