Vargas Lopez, Richard DamianRichard DamianVargas LopezJustus Liebig Universität GießenNIDIT - Network for Impactful Digital International Teaching Skills2025-09-192025-09-192025-09-18https://jlupub.ub.uni-giessen.de/handle/jlupub/20835https://doi.org/10.22029/jlupub-20186This article explores the transformative potential of qualitative assessment in international higher education. While quantitative methods dominate academic evaluation, they often fail to capture the cultural, emotional, and experiential dimensions critical to multicultural student populations. The paper argues for the integration of alternative qualitative approaches to enhance student performance, teaching practices, and institutional development. Drawing on two case studies from the Justus Liebig University (JLU) in Germany—including international workshops of the NIDIT project and the TAP dialogical evaluation method—the study demonstrates how formative, dialogic, and culturally responsive assessments foster reflective learning, psychological safety, and inclusive academic environments. By positioning students as active partners in qualitative assessment, the article advocates for a holistic, student-centered assessment framework that enriches international education through continuous dialogue, feedback, and collaborative engagement.enAttribution-NonCommercial-ShareAlike 4.0 InternationalInternational educationInternational coursesQualitative assessmentStudent experienceEducational enhancementddc:370