Portfolio-Based Assessment: A Holistic Method For Evaluating Higher Education Students

The evaluation system has evolved with time in the education field. Many commissions have identified those flaws and taken steps for redressal. In modern education system, there are numerous assessment techniques prevails. Portfolio-Based Assessment (PBA) is one of these evaluation methods introduced in today’s educational sector. PBA offers a transformative alternative to traditional evaluation methods in higher education, focusing on the development of holistic learners through continuous reflection and individualized growth. By integrating portfolios, students have the opportunity to showcase a diverse array of skills from problem-solving and critical thinking to creativity and communication. This approach fosters self-regulation and metacognitive skills, encouraging students to actively engage with feedback and make improvements throughout their academic experience. While PBA offers many benefits, its implementation poses challenges such as the subjectivity of assessment, time constraints for educators, and student resistance to non-traditional evaluation methods. This paper argues for the integration of portfolio-based assessment as a holistic model that better aligns with contemporary educational goals, offering case studies and strategies for effective implementation. Ultimately, PBA supports the development of reflective, creative, and autonomous learners, better preparing them for the complexities of both academic and professional environments. Key words: Portfolio-Based Assessment, Higher Education, Holistic Evaluation, Reflective Learning,Self-Regulation.