TITLE:
Dynamic-Static Integrated Assessment of Learning Dynamics in Regular Undergraduate and Top-Up Degree Students
AUTHORS:
Mo Shi, Lujie Wang, Xun Liang
KEYWORDS:
Higher Education, Dynamic-Static Assessment, Triangulating Perceptions, Self-Evaluation, Formative Homework, Terminal Examination
JOURNAL NAME:
Creative Education,
Vol.17 No.11,
November
10,
2026
ABSTRACT: Conventional higher education assessment systems rely predominantly on terminal examinations, which obscure distributed learning processes and individual heterogeneity. To address this limitation, this study proposes and empirically validates a dynamic-static integrated assessment framework combining longitudinal self-evaluation, chapter-level formative homework, and terminal final examinations across regular undergraduate (n = 38) and top-up degree (n = 83) cohorts with an identical course in the School of Economics and Management, Ankang University. Longitudinal self-evaluation revealed positive linear growth in attentional engagement and knowledge acquisition, yet demonstrated that the top-up cohort exhibited 103.62% - 130.21% larger score dispersion despite comparable mean levels. A matching distributional pattern emerged in formative homework, showing minimal mean accuracy differences (79.94 vs. 80.88 for single-choice) but substantially wider within-group variability. Terminal examination outcomes exhibited pronounced target and format dependence, with the largest disparity concentrated in Target 1 multiple-choice items (33.10% relative difference), whereas overall normalized cumulative knowledge-absorption indices converged closely (79.78 pts∙p vs. 77.29 pts∙p). Basically, the findings under dynamic-static assessment in this study underscore the diagnostic necessity of triangulating perceptions with summative achievement to capture hidden student heterogeneity and inform targeted pedagogical interventions.