The study explores postgraduate students’ perception on assessment practices at Mizoram University, evaluating their perceptions regarding fairness, effectiveness, feedback quality, transparency and alignment with course objectives. Using a descriptive survey design, data were collected among 100 final semester postgraduate students selected through stratified random sampling across ten academic schools. Descriptive statistical analysis using simple percentages revealed that traditional assessment methods – primarily written examinations and assignments continue to dominate departmental evaluations. While a majority of respondents perceived current assessment practices as fair and aligned with learning objectives, innovative, skill-oriented and reflective tools such as portfolios, case studies and peer/self-assessments remain underutilized. A high demand was reported for continuous, formative feedback and practical, application-driven evaluation methods. Furthermore, findings highlight gaps in the effective integration of ICT-based assessments and inconsistent transparency in communicating grading criteria and internal marks. The study recommends diversifying evaluation methods, standardizing rubric transparency, enhancing digital assessment infrastructure and institutionalizing continuous, dialogic feedback loops in alignment with the competency-based frameworks envisioned by the National Education Policy (NEP) 2020.
Authors: Vansangpuii, F. Lalrinzuali
Keywords: Perception, postgraduate students, assessment practices, higher education.
