EFFECT OF ALTERNATIVE ASSESSMENT METHODS ON DIVERSE LEARNERS AT UNIVERSITY LEVEL

Abstract

This study was conducted to examine the effect of alternative assessment methods on diverse learners at university level. The objectives of the study were: i) To determine the learners’ perceived  alternative assessment methods commonly used at university level, ii) To assess the needs of diverse learners at university level & iii) To evaluate the effect of alternative assessment methods on diverse learners at university level. This study used a quantitative approach with a descriptive research design to examine the selected issue. Data were collected through a cross-sectional survey conducted among Bachelor of Science students at the University of Kotli Azad Jammu and Kashmir (UOKAJK). All BS students were considered as the population of the study. From this population, a sample was selected using convenience sampling, allowing the researcher to include both male and female students who were easily accessible. A structured questionnaire was developed as the main tool for data collection. It was based on a five-point Likert scale and organized into three sections to cover different aspects of the study. To ensure the validity of the instrument, it was reviewed by two experts in the field of education. For this purpose, 30 questionnaires were distributed among students, and their feedback helped refine the instrument. Cronbach’s alpha was used to measure reliability of instrument which was .711. The researchers collected data personally. The response rate was 100%. The data were analyzed by using Statistical Package for Social Science Software (SPSS). The researchers applied mean score. Results indicated a positive adopting alternative assessment strategy can help reduce these barriers, promote fairness, and enhance student engagement. Universities should increase the use of diverse alternative assessment methods to address different learning needs. Hence it is recommended to teachers should emphasize project-based, peer, portfolio, and observational assessments for better student engagement. Continuous feedback mechanisms should be strengthened to improve student learning outcomes.