Online assessment in higher education: A systematic literature review

Online assessments have become increasingly common in education due to technological advancements and the growing demand for flexible, accessible, and scalable evaluation methods. In higher education, the shift towards digital learning has further accelerated the adoption of online assessment tools. However, limited research explores how students’ readiness, engagement, and acceptance influence their academic performance, satisfaction, and overall learning engagement in online settings. This article presents a systematic literature review based on the PRISMA method (Preferred Reporting Items for Systematic Review and Meta-Analyses) in order to examine various dimensions of online assessments in higher education. The review focuses on four major themes: technology integration, pedagogical impact, learning engagement, and students’ acceptance and readiness. A total of eleven peer-reviewed research articles published between 2015 and 2025 were systematically selected from four academic databases: ScienceDirect, ERIC, Taylor & Francis, and SpringerLink. The findings synthesise key insights from each study, revealing both opportunities and challenges in implementing effective online assessment practices. The review highlights the necessity for a unified approach that integrates technological infrastructure, evidence-based pedagogical strategies, and consideration of student-centred variables to ensure successful outcomes. Moreover, the importance of training for both educators and students in the use of digital tools is emphasised. The research contributes to the ongoing development of online assessment frameworks that are reliable, equitable, and pedagogically effective within dynamic digital learning environments. Future research is likely to examine ways to enhance personalisation, reduce cognitive overload, and address issues related to academic integrity and learner motivation in online assessment environments.