Evaluating the Impact of Alternative Assessment on Student Performance and Perception in an Undergraduate Biological Science Unit

Abstract

The development of diverse assessment formats is crucial for evaluating teaching and learning. Conventional assessments in science education often create stress, negatively impacting student performance and learning outcomes. Consequently, alternative assessments are considered more effective for evaluating students’ knowledge and understanding. However, limited research exists on the feasibility of implementing alternative assessments, especially in large student cohorts. A study was conducted to explore learners’ performances and experiences in a first-year biological science unit, which replaced the final examination with major (alternative) assessments. The study used a mixed-method approach to compare student performance and gather feedback. The results showed that students performed better (p ≤ 0.05) in major assessments compared to the final exam, leading to improved overall performance. More than 90% of the participants felt that alternative assessment was a better mode of assessment than  final examination, with more than 50% of them agreeing that it enhanced their understanding of the content and effectively evaluated their performance. Key benefits identified included improved knowledge inquiry, emotional well-being, and technical skill acquisition. However, some students preferred conventional assessments, providing justifications and suggesting the need for varied assessment modes to better evaluate learning. The study also discussed implications for assessment design and improvement.