Higher Education Teachers' Views on Assessment, Fairness, and GenAI

Qualitative interview and survey data from 53 higher education teachers at a large Finnish research university. The study explores educators' conceptions of assessment, future challenges like GenAI integration, and directions for developing assessment practices. Data was collected via seven focus group interviews (n=21) and an open-ended survey (n=32) and analyzed using the Teacher Assessment Literacy in Practice (TALiP) framework.

Use Cases

• Analyzing teacher conceptions of assessment as a pedagogical practice based on qualitative interview data.
• Studying perceived challenges and opportunities for assessment in higher education based on themes like GenAI integration and resource constraints.
• Investigating the relationship between teaching experience and views on student agency and ethics based on participant demographics.
• Informing institutional strategies for assessment development based on identified needs for pedagogical training and support.

Strengths

• Data includes perspectives from 53 participants, providing a multi-faceted qualitative view.
• Participants represented diverse disciplines, teaching experience, and pedagogical training levels.
• Analysis is grounded in the established Teacher Assessment Literacy in Practice (TALiP) framework.

Limitations

• Row count is unknown, which may limit suitability assessment.
• Column-level documentation is absent; field semantics must be inferred after download.
• Data may reflect geographic and institutional bias inherent to a single Finnish university.

Provenance

Source

Nina Katajavuori via figshare.

Collection Method

Data gathered from seven focus group interviews and an open-ended survey, analyzed via qualitative content analysis.

Freshness

Last updated 2026-04-15 21:10:20; freshness should be verified.

Geography

Finland (a large Finnish research university).