A Qualitative Study of Student-Perceived Indicators of Assessment Credibility and Trustworthiness
Keywords:
Assessment credibility, Trustworthiness, Student perceptions, Qualitative research, Higher education, Transparency, Fairness, Evidence-based assessmentAbstract
This study aimed to explore student-perceived indicators of assessment credibility and trustworthiness in higher education through an in-depth qualitative approach. A qualitative research design was employed, utilizing semi-structured interviews to gather rich, contextual data from 24 undergraduate and postgraduate students enrolled in universities in Tehran. Participants were selected through purposive sampling to ensure diversity across age, gender, and academic disciplines. Data collection continued until theoretical saturation was achieved. All interviews were audio-recorded, transcribed verbatim, and analyzed inductively using thematic analysis supported by NVivo software to identify emergent themes and patterns in students’ experiences and perceptions. Three main themes emerged from the data: transparency in assessment, assessor integrity and fairness, and evidence-based assessment. Students identified clear assessment criteria, explicit rationale for assessment methods, and consistent feedback as critical components of transparent assessment. Assessor impartiality, ethical conduct, and professionalism were highlighted as essential for ensuring fairness and trust. Furthermore, students valued the use of multiple evidence sources, alignment with learning outcomes, robust documentation, and opportunities for student involvement in assessment processes. The integration of student feedback into continuous improvement practices was also perceived as a significant indicator of credible assessment. Participant quotations emphasized the importance of open communication, consistency, and empowerment in building trust in assessment systems. The findings suggest that assessment credibility and trustworthiness are multifaceted constructs shaped by transparent processes, ethical and fair assessor behavior, and evidence-based, participatory practices. Educational institutions can enhance the legitimacy and effectiveness of assessment by prioritizing clear communication, fostering student involvement, and ensuring systematic consistency and accountability. These insights contribute to the development of more legitimate, equitable, and trusted assessment systems in higher education.
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