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In recent years, the growing need to enhance assessment practices in higher education has led to increased attention on faculty development (FD) as a key lever for pedagogical innovation. This systematic literature review explores which types of continuous training are most effective in equipping university teachers to adopt alternative and learning-oriented assessment practices. Based on 16 peer-reviewed empirical studies published between 2019 and 2025 and conducted according to the PRISMA protocol, the review identifies key training models, pedagogical strategies, and learning outcomes characterising FD initiatives across diverse international contexts. Findings indicate that most programmes prioritise formative, student-centred approaches, with particular attention to authentic assessment, feedback literacy, and the development of reflective competencies. Training formats range from mandatory institutional offerings to voluntary, grassroots initiatives, frequently grounded in collaborative and experiential learning. A notable trend is the integration of digital technologies and AI tools to support faculty assessment literacy and promote innovation. Despite contextual differences, the reviewed studies converge on the importance of aligning assessment with learning, fostering inclusive practices, and embedding FD within authentic academic settings. Building on the evidence collected, the Faculty CRAFT Framework is proposed as a design-oriented model for structuring transformative assessment training.
Doria et al. (Mon,) studied this question.