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Challenge-based learning (CBL), the experiential learning and pedagogical approach through which learners (students, instructors, companies, stakeholders, communities) are actively involved in designing a sustainable solution for a real-world problem, is gaining momentum in various higher education institutions around the world. Despite this multiplication of learning initiatives, evaluation in CBL is still an overlooked topic both by scholars and practitioners. Moreover, assessment is closely linked to the teaching and learning process and can also influence the evolution of the challenge because it is directly involved in the feedback, teamwork, and relationship between students, instructors, challenge providers, and stakeholders. Explaining why assessment is so important in CBL is one of the objectives of this chapter. Therefore, in line with the spirit of the handbook, the aim of this chapter is also to inspire, and give suggestions and tools for novel ways of assessing the learning process in CBL.

Through a challenge launched by the University of Trento, involving a local nonprofit integrative health fund, we understood the importance to integrate the formative with the summative assessment, to evaluate not only the final results but also the learning process. We experienced the fundamentals and the difficulties of self-directed learning through which students are called to codesign their learning experience, monitor teamwork, and assess their progress. Support and guidance from instructors are required to be successful in this cultural shift through which teachers are no more traditional professors and students are finally the experts in the challenge.

The aim of this paper is to provide insights into challenges and opportunities in transforming assessment of learning in accounting education from established practices to technology-based methods. 10; 10;

This reflective commentary is based on personal reflections and experiences of three senior academics from the same university on the accelerated utilisation of online assessment in accounting education due to COVID-19. Further information was obtained from document analysis, informal conversations with colleagues and observations.

The findings of this paper suggest that despite numerous challenges, online assessments may replace traditional face-to-face assessments such as tests and exams in accounting and if done properly, this could drive significant improvements in student learning and outcomes. Institutions need to invest in appropriate technology, provide appropriate staff training and ensure good online assessment design that incorporates principles of authenticity and fairness. Robust online assessment practices need to be integrated with e-proctoring systems to ensure academic integrity is upheld.

The paper provides functional insights to higher education management, teaching staff and other stakeholders such as professional accreditation bodies on challenges and opportunities in utilising online assessments. It offers guidance to educators on transforming assessment of learning using the power of technology.

The ideas in this paper are original. The paper shares our lived experiences in transforming established assessment practices in accounting courses to align with online teaching and learning due to COVID-19.

This chapter provides an overview of inclusive assessment and discusses some key challenges around the assessment policy-practice gap. It takes a broad perspective of inclusive assessment that includes all learners and focuses on children’s rights to as well as within education. The chapter reflects the research and policy development work on assessment being undertaken internationally, and it particularly draws on the relevant work of the European Agency for Special Needs and Inclusive Education (the Agency). It first sets out to discuss the concepts of high quality inclusive assessment at policy, local area and school levels. It then provides a detailed account of the main policy issues and challenges that countries commonly face in the implementation of inclusive assessment and suggests ways to address these challenges. The concluding section summarises the main elements of a coherent assessment system that supports the inclusion of all learners.

India is in the process to achieve an important place in $2,000bn global food trade. In order to achieve this goal, there is a need to develop a food safety system which is well written down in line with international practices that are highly coordinated based on self-compliance to assure consumer protection. Accordingly, many organizations undergo assessment of their food safety system to verify compliance internally as well as externally. The purpose of this paper is to provide insight on the critical factors and benefits by evaluating the food safety assessment practices.

A questionnaire-based survey is conducted among 96 Indian food business operators and regulators involved in assessment practices to obtain critical factors for the assessment of food safety practices. The questionnaire captures indicators for motivations or challenges and benefits of food safety assessment to identify critical factors using exploratory factor analysis. Model for the food safety assessment practices was developed based on multiple regression analysis by determining the impact of factors on the benefits of food safety assessment.

This paper identifies four factors responsible for assessing food safety practices, namely, business-centric approach, legislative needs, technical practices and organization resentment as a combination of reasons and challenges along with two benefits risk: protection and organization reinforcement. The regression analysis indicates that the organization reinforcement gets positively impacted by business and technical practices and negatively by organization resentment. Risk protection has a significant relationship with legislative needs.

This is the first attempt to systematically explore the factors around the assessment of food safety practices in India. This study provides inputs for the practical application of managers and regulators.

Psychiatric assessment in adults with autism spectrum disorder (ASD) and intellectual disability (ID) is complex and challenging. With co-occurring congenital blindness, this complexity is increased. Systematic knowledge about psychiatric assessment in this combination of challenges is virtually non-existing, and there is little guidance available for clinicians faced with this task. The paper aims to discuss these issues.

Experiences from comprehensive psychiatric assessments in two adults with congenital blindness, ASD, and ID are explored and discussed.

Adaptation of assessment procedures usually employed for individuals with ASD and ID involved no major alteration, but co-operation between mental health and visual impairment professionals was important, as was the involvement of the families of the individuals in question. In both cases, the patient met criteria for an anxiety disorder, underlining the vulnerability and the challenges involved in living with this combination of challenges.

There is an urgent need for research into mental health issues for this group, including case studies describing successful treatment or intervention for these issues.

Psychiatric assessment in individuals with this combination of challenges may be feasible, but requires involvement of professionals specializing in mental health in developmental disabilities, and professionals in visual impairment. Assessments need to be individually adapted.

This is the first study systematically describing psychiatric assessment in this group involving the use of checklists and assessment tools. Strategies and tools that were useful are described and discussed to aid other clinicians faced with similar challenges.

The paper aims to identify the critical constraints that impede heritage building (HB) facility managers from discharging their duties effectively and develop an index model to guide HB maintenance management (HBMM) practitioners to the critical constraints.

A literature review was conducted to identify HBMM constraints. Facilty management practitioners assessed the constraints' significance through an online survey. The factor analysis was used to shortlist and group the constraints, and the constraint clusters were analyzed by the fuzzy synthetic evaluation technique. A significant index cluster to determine HBMM constraints criticality was generated using the linear additive model.

Embracing a total of 16 HBMM constraints, the three clusters identified are: (1) managerial and inadequacy constraints, (2) pressure and bureaucracy constraints and (3) HB peculiarities constraints. Based on the generated significant index, the HB peculiarities cluster was identified as the most significant.

The study was conducted in a particular jurisdiction, limiting the generalizability of the result. Future research should address this limitation by covering more jurisdictions.

The significant index model (SIM) developed enables HBMM practitioners to objectively assess the criticality of HB constraints and facilitates them to effectively strategize and allocate resources for HBMM.

The SIM, which transforms subjective judgment into the objective assessment of the HBMM constraints' criticality, can assist practitioners, policymakers and other HBMM stakeholders in implementing strategies for the sustainability of HBs.

This paper explores the challenge of “fuzzy” assessment criteria and feedback with a view to aiding student learning. The paper untangles three guiding principles as mechanisms to enhance the effectiveness of assessment and feedback through overcoming the inherent challenges which stem from tacit judgement during assessment.

The paper applies a realistic evaluation methodology, with a framework for assessment and feedback consisting of three principles – Means, Opportunity and Motivation (MOM). Through in-depth interviews with undergraduate and postgraduate management students the paper identifies how and when the means, opportunity and motivation principles impact student learning through assessment and the utility of the feedback received on their learning.

The findings in the paper illustrate that students do not always understand the feedback they receive on their learning because they do not fully understand the criteria to which it refers due to the tacit dimensions of assessment. The findings substantiate the proposition that effective assessment processes must ensure that students have the means, opportunity and motivation to use feedback and to understand the criteria, a central component of which is understanding tacit dimensions of assessment.

The paper deciphers three practical implications for instructors related to (1) teaching, (2) course and program design and (3) the nature of the feedback instructors should provide.

While prior scholarship has flagged the challenge of “fuzzy” assessment and feedback, this paper identifies when and how the means, opportunity and motivation principles are manifested in the process of making the tacit components of assessment codified and actionable, a critical process in developing expert learners.

The purpose of this study was to understand student experiences of authentically assessed community partnership projects and reflect on authentic assessment from a social and environmental sustainability perspective.

The authors present an elaborated case study including graduate-level courses at a university in Aotearoa, New Zealand. The authors draw on a thematic analysis of in-depth semi-structured interviews and written reflections from 18 students.

Students appreciated the benefits of authentic assessment, such as workplace realism, a greater level of personal investment and opportunities to draw on diverse skills. Teams varied in how they navigated novel challenges and in their ability to develop focused projects capable of affecting change for sustainability. Students considered group work the greatest obstacle to achieving sustainability goals.

The case study provides a novel contribution by exploring in-depth the student experience of authentic assessment activities designed to foster social and environmental sustainability outcomes. The authors provide practical limitations of authentic assessment and discuss tensions between authentic assessment and other education goals.

In higher education, the usual assessment methods are oral or written exams, multiple-choice questions, and individual or group written essays. However, in a distance learning context, it is often necessary to offer students more support, including formative assessment and self-assessment strategies. International reports have shown that teachers have adapted their learning assessment strategies during the Covid-19 pandemic. How did educators adapt their assessment strategies recently during the pandemic? What are the intentions underlying their decision-making? Our objective is to understand the decision-making process of teacher educators and university teachers in adapting their methodology for assessing student learning during the pandemic. To answer these questions, we adopted a qualitative research approach. We collected data from 29 different countries via: (1) open-ended questionnaires, (2) personal accounts, (3) unstructured interviews, and (4) a specific questionnaire about assessment. Four main categories emerged from our data: (1) challenges, (2) assessment practices, (3) changes in teachers' perceptions and practices, and (4) reflection on assessment. The findings suggest that (1) uses of technology for assessment have developed strongly; (2) careful coordination among colleagues is very important; (3) educators developed formative assessment strategies; and (4) educators' reflections have focused on many challenges: ethical, technical, and pedagogical.

The purpose of this paper is to highlight how accreditation of prior experiential learning (APEL) is implemented, the challenges faced by the APEL assessors while assessing candidates as well as to suggest recommendations for improving the APEL process.

This paper is written based on the critical reflection of two accreditation of prior experiential learning: admissions (APEL-A) assessors appointed from a Malaysian Qualifications Agency approved assessment centre. This process would add depth and breadth to the study based on the assessor’s experience.

The study identified five challenges in the implementation of APEL-A. They are limited literature and records of the existing practices, conceptualisation of the APEL process, complicated and time-consuming APEL process, standard of acceptance vary according to discipline and lack of continuous training for APEL assessors. The four recommendations for improvements are as follows: the need for transparent and clear guidelines, ensuring consistency in practices and fairness to those from conventional learning, integrating APEL as part of the institution’s academic policy and providing continuous training for all APEL assessors.

Until now, not much research has been done regarding its implementation in Malaysia. The number of learners enrolled through this form of assessment may be low but growing. The feedback on the implementation of the APEL-A assessment process would be greatly beneficial to the stakeholders involved in improving its implementation process. The highlighted challenges faced as well as the recommendations put forth may also be useful for the continuous improvement of the APEL-A assessment process. Relevant stakeholders would benefit from this study.