Students’ assessment literacy in quality assurance of higher education institutions in Sweden: the perspectives of students, teachers and administrators

Student engagement in higher education quality assurance is promoted globally, yet implementation varies and questions remain about how students contribute meaningfully. This study examines student assessment literacy, defined as the knowledge and skills required for participation in quality assurance processes. Drawing on interviews with students, teachers and administrators at Swedish universities, it explores how this literacy is enacted. The findings suggest that student assessment literacy includes understanding the institutional context, representing peers, preparing for and contributing to meetings and adopting a partnership-oriented stance. These competencies develop through participation, supported by training and institutional encouragement and build on the inherent expertise that students bring, namely their perspective on teaching and learning. The findings further indicate that student engagement enhances the quality of education and supports student development. Challenges include hierarchical dynamics, balancing cooperation with critique, ensuring credible peer representation, managing language barriers and a declining willingness among students to engage.