The DAPHNE - Developing Assessment Practices in Higher Education research group was established in 2013 as a research and development group of the Teachers' Academy, and its members renamed their group ARVI - Assessment Practices at the University of Helsinki. In December 2017, the name of the group was changed to DAPHNE - Developing Assessment Practices in Higher Education. Members of the research group are from different fields of sciences: medicine and health sciences, natural sciences, humanities and social sciences.

The aim of the research group is to study and develop assessment practices in higher education. The first research project of the research group surveyed the assessment practices and emotions related to assessment of students' learning of award-winning and experienced university teachers at the University of Helsinki during the years 2013-2022. The results of the first research project were published as two articles.  

Myyry, L., Karaharju-Suvanto, T., Virtala, A-M., Raekallio, M., Salminen, O., Vesalainen, M., & Nevgi, A. (2022). How self-efficacy beliefs are related to assessment practices: A study of experienced university teachers. Assessment & Evaluation in Higher Education, 47(1), 155-168. https://doi.org/10.1080/02602938.2021.1887812

Myyry, L., Karaharju-Suvanto, T., Vesalainen, M., Virtala, A-M., Raekallio, M., Salminen, O., Vuorensola, K., & Nevgi, A. (2020). Experienced academics' emotions related to assessment. Assessment & Evaluation in Higher Education, 45(1), 1-13. https://doi.org/10.1080/02602938.2019.1601158

The second research project builds on the results of the first project and aims to investigate the factors that influence academics emotions when they assess students' learning assignments. In particular, the focus is on how do novices and experts differ in emotions related to assessment and how they differ in regulation of emotions?