Effectiveness of Scheduling and Execution Methods in Student Evaluation Systems in Higher Education: A Systematic Literature Review

In higher education settings, evaluating students is not purely an administrative routine but a key driver for maintaining academic standards and supporting improvement in teaching and learning. Despite the main role these systems play, many suffer from recurring weaknesses. Common problems include poorly coordinated scheduling and inconsistent application of evaluation procedures. This review was undertaken to examine such shortcomings, with an emphasis on how scheduling and procedural execution are currently handled. Literature was gathered from four major academic databases, supplemented by target citation searches. The search strategy was guided by the terms “student evaluation,” “RACI (Responsible, Accountable, Consulted, and Informed),” and “BPMN (Business Process Modelling Notation).” Reference management was carried out using Mendeley, which also facilitated the removal of duplicate entries. Completely, 188 studies were located, 128 through databases and 60 from citation tracking. The screening process proceeded in three phases. Initially, 47 records were removed at the identification stage. Full-text review led to the exclusion of 72 further studies. This left 12 that met the inclusion criteria outlined by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. Of these, nine originated from database searches and three from alternative sources. The evidence collected shows that many student evaluation systems lack detailed execution guidelines and do not employ robust responsibility allocation frameworks. As a result, inefficiencies persist, and assessment outcomes vary from one implementation to another. By drawing on BPMN and RACI methodologies, the present review not only highlights where the systems fall short but also points to practical strategies that could strengthen assessment practices in higher education.