Individuals refine the power of creative thinking by applying their knowledge and competencies through a deeper understanding and unique take on the topic. Recent pedagogical approaches focus on shaping the creative power of the individual acquiring knowledge in their specific domain of interest and enabling them to apply their hands-on expertise in the day-to-day tasks and job field. The effectiveness of the learning and the absorption of the course objective is often judged using educational assessments. However, the idea of the assessment purpose is more complicated than assumed. The purpose of the evaluation for the course design lies at three different levels of analysis, often the – measurement level, decision level, and impact level. Hence special attention is needed to be paid to the mode of the assessment. Recently, the debate between the effectiveness of exam evaluation vs. assignment-based evaluations has arisen; with technology and a focus on holistic development, both modes have evolved with many pros and cons. Though the teaching method lies at the core of achieving the course outcome, the analysis and efforts done by the students are better predictors of the course's effectiveness. Pedagogical differences and classroom size often hinder the judgment of the practical student's absorption of the course learning. Coupled with anxiety and rising competition often, communication is not fruitful in the course designs. Many a time, it is also seen that grade increment policy adopted by institutes seems to provide biased results; for example, grade increment policy was caught on the rise during the times of covid in the secondary education systems to deliver desirable and accessible results for the students, thus neglecting the students' understanding into the courses offered. However, in the colleges, the fear of positive teacher evaluation by the students has pushed teachers to mark students on a higher side of the grade scale, especially in the exam-based assessment. Hence through this paper, we try to derive data and information from the students from different disciplines at an institute with majors offered in engineering, sciences, business, and social sciences to look into the student's insight for better evaluation practices to gain the course's effective outcome.