Evaluating the Effectiveness of Alternative Assessment Methods in Higher Education: A Systematic Literature Review

Traditional assessment methods in higher education (HE), predominantly high-stakes examinations and standardized tests, face increasing criticism for potentially failing to capture the breadth and depth of student learning, fostering surface learning, and inadequately preparing graduates for complex professional environments. This has spurred significant interest in Alternative Assessment Methods (AAMs). This systematic literature review synthesizes empirical research from 2013 to 2024 to evaluate the effectiveness of AAMs in HE. Following PRISMA guidelines, 35 peer-reviewed studies were analyzed. Findings indicate that AAMs (e.g., portfolios, peer assessment, authentic tasks, simulations, self-assessment, e-portfolios, concept maps) demonstrate effectiveness in enhancing student engagement, promoting deeper learning, developing critical transferable skills (critical thinking, communication, collaboration, metacognition), and improving feedback literacy. However, significant challenges exist, including increased workload for staff and students, reliability concerns, resistance to change, technological barriers, and the need for careful design and robust marking criteria. The review concludes that AAMs are not inherently superior but offer distinct advantages when aligned with learning outcomes, context, and implemented effectively. Recommendations include strategic institutional support, comprehensive staff development, transparent communication, and further research into specific disciplinary applications, long-term impact, and technology-enhanced AAMs.