Co-teaching improves assessment competences - perceptions of Finnish novice university teachers' assessment in higher education

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Abstract

Assessment culture in university teaching influences roles, participation, power relations, and social justice. The pedagogical expertise of the higher education teacher becomes apparent when conducting assessments. Currently, assessment in higher education is at a turning point, requiring teachers to engage students as active participants in the assessment process. The research employed an autoethnographic approach to capture experiential insights from three Finnish university teachers during their first teaching semester. Data were collected through reflective diaries and analysed using content analysis informed by constructivist grounded theory. This study explores how novice university teachers perceive and implement assessment within Finnish universities, focusing on the cultural and practical dimensions of assessment. Findings indicate that co-teaching serves as a valuable resource for teacher development, fostering self-reflection and promoting transparency and social justice in assessment. Collaborative discussions enable teachers to identify best practices and enhance ethical and sustainable approach. Additionally, assessment grounded in clear criteria and goal-oriented frameworks improves consistency and fairness in competency assessment. Formative assessment is considered essential for quality and diversity, though integrating it visibly within summative assessment remains challenging. Overall, the study argues that continuous, open dialogue among teachers and within the academic community is critical for advancing sustainable assessment practices and cultivating an inclusive assessment culture.

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Keywords

university teacher, co-teaching, assessment perceptions, constructivist grounded theory

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