Alternative Assessment Methods in Higher Education: Evaluating their Impacts on Critical Thinking and Creativity

Ejuchegahi Anthony Angwaomaodoko

Abstract

This study examines the impact of alternative assessment methods on the development of critical thinking and creativity in higher education. Drawing on 13 empirical studies published between 2019 and 2025, the review explores a variety of assessment approaches, including project-based learning (PBL), project-based flipped classrooms (PBFC), the ASSURE instructional model, portfolio assessments, online peer assessment (OPA), and design thinking frameworks. These alternative methods prioritise authentic, reflective, and student-centred learning experiences that go beyond traditional examinations. The findings suggest that such practices enhance metacognitive awareness, foster innovation, and improve higher-order thinking skills across diverse educational contexts. However, systemic challenges often hinder their implementation, including misalignment between policy and practice, limited technological infrastructure, and inadequate faculty preparedness. The review highlights the need for inclusive, flexible, and context-sensitive assessment models that align with 21st-century learning objectives. It concludes by recommending institutional reforms, targeted faculty development, and further longitudinal research to evaluate the scalability and long-term effectiveness of alternative assessments.

10.22178/pos.121-60


Keywords


Alternative assessment; Critical thinking; Creativity; Higher education; 21st century skills

Full Text:

PDF


References


1. Fresno State. (2023). Alternative assessment. Retrieved from https://academics.fresnostate.edu/ideas/digitallearning/alternative-assessment.html

2. Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43–52. doi: 10.1016/j.tsc.2013.12.004

3. Arends, R. (2012). Learning to teach (9th ed.). McGraw-Hill Companies

4. Sternberg, R. J., & Lubart, T. I. (1998). The concept of Creativity: Prospects and Paradigms. In Cambridge University Press eBooks (pp. 3–15). doi: 10.1017/cbo9780511807916.003

5. Plucker, J. A., Beghetto, R. A., & Dow, G. T. (2004). Why isn't creativity more important to educational psychologists? Potentials, pitfalls, and future Directions in creativity research. Educational Psychologist, 39(2), 83–96. doi: 10.1207/s15326985ep3902_1

6. Bouckaert, M. (2023). The assessment of students' creative and critical thinking skills in higher education across OECD countries. In OECD Education Working Papers. doi: 10.1787/35dbd439-en

7. Ning, Y. (2025). Integrating Design Thinking into Higher Education: Enhancing Student Creativity and Critical Thinking. Journal of Higher Education Research, 5(6), 564. doi: 10.32629/jher.v5i6.3389

8. Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., Hayek, S. E., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, Critical Thinking, Communication, and Collaboration: assessment, certification, and promotion of 21st-century skills for the future of work and education. Journal of Intelligence, 11(3), 54. doi: 10.3390/jintelligence11030054

9. Long, H., Kerr, B. A., Emler, T. E., & Birdnow, M. (2022). A Critical Review of Assessments of Creativity in Education. Review of Research in Education, 46(1), 288–323. doi: 10.3102/0091732x221084326

10. Loureiro, P., & Gomes, M. J. (2022). The Impact of Online Peer Assessment on Student Learning in Higher Education: A Systematic Review of Literature. Edulearn Proceedings, 1, 4490–4496. doi: 10.21125/edulearn.2022.1074

11. Long, C., Sam, R., Ny, C., Chhang, C., Ren, R., Ngork, C., Sorn, R., Sorn, M., & Sor, C. (2024). The Impact of Assessment for 21st Century Skills in Higher Education Institutions: A Narrative Literature Review. International Journal of Advanced Social Sciences and Education (IJASSE), 2(1), 19–42. doi: 10.59890/ijasse.v2i1.1378

12. Utama, I. D., Sudirman, I. D., Widyasari, R. K., Savitri, M. A., & Morika, D. (2022). Assessing critical thinking skills and creativity skills of higher education students by using ASSURE models. Journal of Higher Education Theory and Practice, 22(1). doi: 10.33423/jhetp.v22i1.4958

13. Hao, L., Tian, K., Salleh, U. K. M., Chin, H. L., Ge, S., & Cheng, X. (2024). The Effect of Project-Based Learning and Project-Based Flipped Classroom on Critical Thinking and Creativity for Business English Course at Higher Vocational Colleges. Malaysian Journal of Learning and Instruction, 21(1), 159–190. doi: 10.32890/mjli2024.21.1.6

14. Abdurahim-Salain, H. (2024). Analysis of Portfolio for Critical Thinking and Creativity Development Among Education Students. Environment and Social Psychology, 9(11). doi: 10.59429/esp.v9i11.3199

15. Karunarathne, W., & Calma, A. (2023). Assessing Creative Thinking Skills in Higher Education: Deficits and Improvements. Studies in Higher Education, 49(1), 157–177. doi: 10.1080/03075079.2023.2225532

16. Zhan, Y., Yan, Z., Wan, Z. H., Wang, X., Zeng, Y., Yang, M., & Yang, L. (2023). Effects of online peer assessment on higher‐order thinking: A meta‐analysis. British Journal of Educational Technology, 54(4), 817–835. doi: 10.1111/bjet.13310

17. Almulla, M. A. (2023). Constructivism learning theory: A paradigm for students' critical thinking, creativity, and problem solving to affect academic performance in higher education. Cogent Education, 10(1). doi: 10.1080/2331186x.2023.2172929

18. Kleemola, K., Hyytinen, H., & Toom, A. (2021). Exploring the internal structure of a performance-based critical thinking assessment for new students in higher education. Assessment & Evaluation in Higher Education, 47(4), 556–569. doi: 10.1080/02602938.2021.1946482


Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2025 Ejuchegahi Anthony Angwaomaodoko

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.