Students have diverse learning needs and unique learning styles. Providing options in assessments to address those needs helps eliminate rote learning and also addresses learner diversity (Pauline & Collings,2018). This study aims to promote student learning by designing teaching activities and assessments to support all students. This experimental study addressed learners having different learning styles and investigated the impact of equitable assessment practice grounded on universal design for learning on the academic achievement of 64 9th graders in a Physics course at a Secondary School in Pakistan. The relationship of VARK learning style on academic achievement was also investigated. The results indicated a significant difference (p = 0.00 < 0.05; Mean difference = 4.031) between the academic achievement of the control and the experimental group supporting equitable assessments and the UDL approach. The correlation between the learning style and academic achievement was not significant. The outcomes of the study recommend that consideration of learning style and needs of students while designing the learning and assessment content can bring better learning outcomes. The results also showed that there is a moderately positive correlation between bimodal learning style and a moderately negative correlation between auditory learning style with the academic achievement of students. It is recommended that the learning style and individual needs of the students should be addressed during the learning and assessment phase.