Vol. 1, Issue 1, Part A (2024)

The landscape of higher education is rapidly evolving with the integration of digital technologies, especially in the domain of student assessment. This paper presents a comparative study between traditional and digital assessment tools in higher education, analyzing their effectiveness, student engagement, academic integrity, feedback mechanisms, and learning outcomes. The research focuses specifically on institutions located within the Khulna Division of Bangladesh. Traditional tools-such as written exams and in-person presentations have long been the norm. However, digital assessments, including online quizzes, e-portfolios, and learning management system (LMS)-based evaluations, have emerged as flexible and scalable alternatives. A mixed-methods study was conducted involving 250 students and 50 faculty members from five higher education institutions across Khulna. Findings suggest that digital tools significantly enhance engagement, accessibility, and feedback speed, whereas traditional methods maintain stronger control over academic integrity. The results are presented through a comparative table and performance graph. The paper recommends a hybrid assessment framework integrating the strengths of both modalities, supported by policy-level interventions in infrastructure, training, and ethical governance. These findings are relevant for education policymakers, institutional administrators, and faculty developers in similar regional contexts.