Transitioning From Time-Based To Skill-Based Assessment In Higher Education: A Multi-Case Study Of Two Public Universities In Balochistan
Keywords:
Assessment reform, competency based education, authentic assessment, Bloom’s taxonomy, higher education Pakistan, Balochistan skill-based evaluation, outcome-based education, test anxiety,Abstract
The assessment systems define learning behavior, institutional priorities and competence of graduates. Although the Higher Education Commission (HEC) of Pakistan has officially promoted Outcome-Based Education (OBE), the practice of assessment in most Pakistani state-run universities is still mainly based on Time-Based Assessment (TBA) the model that presupposes the use of standardized testing, recollection-based, and time-constrained tests. The given research explores the suitability and consequences of moving towards Skill-Based Assessment (SBA) using a convergent mixed-method multi-case study at LUAWMS and the University of Balochistan (UoB). The 384 respondents (faculty and students) were chosen by use of stratified random sampling where validated assessment-reform scales were administered to participants, which comprised; Skill-Based Assessment Index (SBAI), TBA Dependency Scale, Institutional Support Scale, Faculty Readiness Scale, Student Attitude Scale, and Learning Outcomes Scale. Psychometric quality was also established (KMO =.923; Cronbachs 0861-921; Bartlett p =.001). The regression analysis showed that SBA is a strong predictor of student learning outcomes ( =.681, t = 15.20, p =.001, R 2 =.464). The entire model explained 62.3% learning outcomes variance (Adjusted R =.623), student attitude ( -.289) and institutional support ( -.214) were the driving enabling factors, and TBA made a considerable negative impact ( -.148). ANOVA revealed that the LUAWMS had a stronger level of SBA orientation (p =.028), institutional support and faculty readiness were higher in UoB (p =.014; p =.009), no gender difference (p =.311) and high disciplinary sensitivity towards applied disciplines like engineering (p =.001). Cognitive depth superiority (Bloom alignment) of SBA (Analyze) against TBA (Remember) showed significant improvement. Structural barriers in the identified qualitative interviews comprised of a large class, low literacy in rubrics, heavy workload, lack of CPD, scarcity of digital tools, and policy-practice gaps. The results of the study are that the adoption of SBA is necessary to ensure the learning validity, graduate competence and employability within the emerging Pakistani university ecosystems.
