ABSTRACT The present article focuses on faculty members' use of student learning assessment data to drive pedagogical innovation. Fuelled by policy recommendations, the high‐level commitment to assessment and data‐based decision‐making has proliferated in higher education contexts. However, evidence from the ground shows that these practices are still problematic. Given the relevant changes in policy and practice in higher education systems and the call for the ground‐up re‐development of assessment, a systematic review of qualitative studies has been performed. More specifically, this meta‐synthesis considered 11 studies conducted in 4 English‐speaking countries that outline the landscape of student learning assessment and data use literature over a 10‐year period (2013–2022). Three main themes emerge from this study: namely, the pluralism of assessment practices and instruments; a (dis)connection between assessment practice, quality assurance, and the teaching‐learning process; and the persistent concerns of faculty members about assessment and policy requirements. Implications for educational research and practice are discussed.
Serafina Pastore (2026) studied this question.