Abstract

In recent years, higher education institutions worldwide have increasingly emphasized continuous assessment (CA) as an effective approach to enhancing teaching, learning, and student achievement. However, despite its growing importance, the effective implementation of CA in Bangladeshi higher education remains limited. This study examined the practices, significance, impact on students’ academic performance, and challenges of CA within the Outcome-Based Education (OBE) framework at Khulna University. Using a convergent parallel mixed-methods design, quantitative data were collected through stratified sampling from 368 students using structured questionnaires, while performance matrix data from 200 students were analyzed to examine the impact of CA on academic performance. Qualitative data were collected through purposive sampling from 16 teachers, 3 educational experts, and 30 students using In-Depth Interviews (IDIs), Key Informant Interviews (KIIs), and Focus Group Discussions (FGDs). Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. The findings revealed that CA at Khulna University was implemented through diverse assessment methods, but with notable inconsistencies in practice. CA was found to promote students' continuous learning, engagement, motivation, and skill development, and significantly improved academic performance. However, delayed feedback, assessment overload, excessive teacher workload, unequal group participation, plagiarism, and increasing reliance on AI-generated assignments remained major implementation challenges. The study recommends strengthening institutional policies, feedback practices, technological support, and teachers’ assessment literacy to enhance the effectiveness of CA within the OBE framework.