Assessment practices in Spanish universities: a nationwide update seven years on

This study offers an updated nationwide analysis of assessment practices in Spanish public universities, building on the syllabus study by Panadero et al. (Citation2019). Using the same coding framework, we examined 1434 undergraduate syllabi from 45 universities (academic year 2022–2023). The study explored the types and number of assessment practices, their relative weight in final grades, disciplinary and year-level differences and student participation. Results show that final written exams remain dominant, appearing in over 70% of syllabi and carrying the largest grade weight. Some diversification is visible – particularly more individual assignments, group work and portfolios in later years – but these shifts are incremental rather than transformative. Latent class analyses reveal distinct disciplinary profiles: sciences and engineering remain exam-based, whereas humanities and social sciences employ more coursework. Student involvement in assessment is extremely limited, with fewer than 5% of syllabi mentioning self- or peer-assessment, and even fewer including grading participation. Overall, findings highlight the persistence of traditional logics alongside modest diversification. The study provides a timely baseline for future longitudinal comparison and informs policy and practice aimed at aligning assessment with student-centred, learning-oriented approaches in higher education.