Andi Asrifan, Rismawati Sudirman, Maemuna Muhayyang, Nurfaida Tasni, Isumarni Isumarni
This chapter examines the theoretical and practical underpinnings of assessment in higher education, outlining its progression from positivist traditions to constructivist and critical paradigms. It offers a thorough framework that unifies curriculum, pedagogy, and evaluation, highlighting inclusive, genuine, and technology-enhanced assessment methodologies. Essential principles encompass Assessment for Learning (AfL), Universal Design for Learning (UDL), and authentic assessment corresponding to graduate qualities. The discourse encompasses ethical issues in technology-based assessments and the significance of institutional preparedness and policy reform. The chapter anticipates learner-centered, data-informed, and competency-based assessment frameworks that facilitate personalized learning and promote social justice. This integrative approach guarantees that evaluation not only evaluates learning results but also promotes deeper engagement, lifelong learning, and comprehensive student growth in a progressively intricate educational environment. © 2026, IGI Global Scientific Publishing. All rights reserved.
Universitas Negeri Makassar, Indonesia; Universitas Muhammadiyah Palopo, Indonesia; Universitas Muhammadiyah Sidenreng Rappang, Indonesia
