ABSTRACT The paper comes from the first extensive qualitative research project on immigrant students’ experiences of higher education in Iceland. The aim of the paper is to explore immigrant students’ experiences of different assessment methods, such as summative, formative and group assessment, applied in three Icelandic universities. The analysis of the participant interviews revealed that teachers still frequently apply summative assessment methods involving high-stakes examinations, which the participants regarded as not beneficial. The participants highlighted the fact that high-stakes examinations neither motivate them nor promote active learning. The study also revealed that culturally responsive assessment is almost non-existent in Icelandic universities. Additionally, the participants wished for standardisation of the policies regarding special support during the examination periods for students whose native language is not Icelandic. The paper is highly relevant for teachers, policymakers and other academic personnel of universities with diverse student populations.

中文翻译：

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移民学生对冰岛大学评估方法的体验

摘要 本文来自关于冰岛移民学生高等教育经历的第一个广泛的定性研究项目。本文旨在探讨移民学生在冰岛三所大学应用不同评估方法（如总结性、形成性和小组评估）的体验。对参与者访谈的分析显示，教师仍然经常使用涉及高风险的总结性评估方法，参与者认为这种方法没有好处。参与者强调了一个事实，即高风险的考试既不能激励他们，也不能促进主动学习。该研究还显示，冰岛大学几乎不存在文化响应评估。此外，参与者希望在考试期间为母语非冰岛语的学生提供特殊支持的政策标准化。该论文与拥有不同学生群体的大学的教师、政策制定者和其他学术人员高度相关。