Reconceptualizing Assessment Practices in Higher Education: A Shift from Time-Based to Skill-Based Evaluation at Lasbela University (Balochistan)

Abstract

This study investigates the transition from traditional time-based assessment (TBA) to skill-based assessment (SBA) in higher education, using Lasbela University of Agriculture, Water and Marine Sciences (LUAWMS), Uthal, Balochistan, as a case study. The research addresses the gap in Pakistan's higher education assessment mechanisms, where rote learning dominates evaluation models. Employing a mixed-methods research design grounded in pragmatism, data werecollected through quantitative surveys (N=100 undergraduate students) and semi-structured interviews (N=10 faculty members). Findings reveal that while time-based assessment shows a moderate positive correlation with learning proficiency (r=0.418, p<0.01), skill-based assessment demonstrates a significantly stronger relationship with learning outcomes (r=0.633, p<0.01). Assessment design and format strongly predict students' learning experiences (r = 0.773, p < 0.01). Qualitative findings highlight institutional challenges, including inadequate infrastructure, limited faculty training, and the absence of policy frameworks supporting SBA implementation. Faculty members expressed a preference for SBA to reform teaching and learning practices aligned with global higher education standards. The study proposes a strategic model for implementing skill-based assessments tailored to local educational and socioeconomic contexts. Theoretical contributions include advancing competence-based education frameworks for postgraduate assessment, while practical implications inform policy measures for modernising assessment systems in Pakistani higher education institutions.