Beyond either-or: a multimodal framework for balancing rigor, fairness and engagement in higher education

This article develops a multimodal assessment framework that integrates individual exams, collaborative projects and portfolio-based tasks to balance rigour, fairness and engagement in higher education. Building on constructivist theory, authentic assessment and Bloom’s taxonomy, the framework responds to the limitations of relying exclusively on either traditional or project-based approaches. A postgraduate finance course illustrates its application, which was associated with reduced assessment anxiety, improved feedback literacy and stronger links between knowledge and skills. By combining complementary modes and mitigation strategies for risks such as free riding or academic dishonesty, the framework offers practical guidance for institutions seeking credible, scalable and engaging assessment systems.