Abstract
The impact of global trends in the world educational space related to digitalization actualized the issues of improving approaches to teaching and assessing the academic achievements of future specialists. The pedagogical design of academic achievements’ assessment is comprehensive and requires a systematic review of research to identify effective practices. The purpose of this study is to conduct a systematic literature review to identify strategies and methodologies for assessing academic achievements in teaching and learning in higher education between 2004 and 2024. The study was conducted in accordance with PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) recommendations. A systematic literature review was conducted to identify, evaluate, interpret and analyze available research on learning assessment practices. The analysis focused on the research question and identified topics related to the approach to the assessment of academic achievements. The analysis identified two key themes: the assessment of academic achievements in digital and traditional environments. In the context of each environment, appropriate assessment strategies and methodologies are applied. These results provide an idea of effective practices for assessing academic achievements in universities. The results of this study have important implications for educators and curriculum designers. The study highlights the importance of considering new approaches to assessing academic achievements, taking into account the current features of education systems. Using these findings, educators and curriculum designers can improve the quality of assessment of academic achievements in teaching and learning.