Alternative Assessment: Exploring the Effectiveness of Self-Assessment Practice among Engineering Students

Uri, Nurul Farehah Mohamad; Aziz, Mohd Sallehhudin Abd

doi:10.17576/akad-2017-8701-10

Cited by 4 publications

(3 citation statements)

References 11 publications

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“…That, in turn, has a positive effect on the level of academic self-efficacy of students treated with the peer-assessment approach as well as with the selfassessment approach. Although a number of studies in the literature conducted in traditional learning environments have indicated that self-assessment approach is as effective in enhancing academic self-efficacy (Adediwura, 2012;Baleghizadeh & Masoun, 2014;Zarei & Usefli, 2015;Uri & Aziz, 2017) as the peer-assessment approach (Tseng & Tsai, 2010). The result of this study supports the utilization of a web-based environment when designing and delivering both self and peer-assessment approaches.…”

Section: Rq2supporting

confidence: 58%

“…Several studies in the literature have investigated the influence of both self and peer-assessment approaches on self-efficacy beliefs (Kahraman, 2014;Zarei & Usefli, 2015). A number of studies have indicated a strong and positive correlation between self-assessment methods and an increase of students' self-efficacy (Adediwura, 2012;Baleghizadeh & Masoun, 2014;Zarei & Usefli, 2015;Uri & Aziz, 2017). However, studies by Cassidy (2007) and Kahraman (2014) found no significant relationship between self-assessment and self-efficacy.…”

Section: Academic Self-efficacymentioning

confidence: 99%

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Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers

Ismaeel

2020

International Journal of Web-Based Learning and Teaching Technologies

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The aim of the present study was to identify the effect of web-based self and peer-assessment approaches on improving pre-service student teachers' academic self-efficacy. In this context, a study was carried out during the second semester of the 2018 academic year among 48 pre-service student teachers enrolled in the Teacher Preparation Program, at the College of Education at King Faisal University. The Academic Self-Efficacy of Alternative Web-Based Assessment survey questionnaire (ASEAWA) was used for the purpose of this study. The results highlighted the value of utilizing self and peer-assessment approaches to enhance pre-service student teacher academic self-efficacy. The study found no significant difference between the influence of web-based self and peer-assessment approaches on academic self-efficacy in terms of the two ASEAWA factors investigated: Academic Achievement and Academic Development. This study has several implications for designers and developers of teacher preparation programs as well as for further research in the field.

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Section: Rq2supporting

confidence: 58%

Section: Academic Self-efficacymentioning

confidence: 99%

Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers

Ismaeel

2020

International Journal of Web-Based Learning and Teaching Technologies

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“…Mohamad Uri and Abd Aziz (2017) explored the effectiveness of self-assessment practice among engineering students based on the form of written assignments were collected throughout the study and analysed via students' own analyses and lecturers' evaluation. Despite some studies exploring the effectiveness of alternative assessments in various educational settings, there exists a critical research gap pertaining specifically to the evaluation of these tools within the context of SULAM community projects in engineering programs in Malaysia.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Alternative Assessment Tools used in EiS-SULAM Projects for Sustainable Communities in Engineering Programme

Mat Isa,

Ab Rani,

Kamaruddin

et al. 2023

JSCET

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Service-Learning Malaysia-University for Society (SULAM) approach integrates theory and practice to expose students to real-world community problems and develop their higher-order thinking skills (HOTs). However, there is a lack of research on alternative assessment tools used to evaluate SULAM projects in engineering programs. This study focuses on the assessment tools used for the Engineers in Society (EIS) course integrated with SULAM (EiS-SULAM) and their effectiveness. A questionnaire survey was administered to 462 civil engineering students who took the EiS-SULAM course during the October 2020, March 2021, and October 2021 semesters. Of the 462 students, 165 responded to the questionnaire, resulting in a response rate of 36%. The students' perspectives were triangulated with the direct attainment of the program outcomes for the course based on the assessments used. The results showed that all students met the 50% cut-off mark for the EiSSULAM course, satisfying the EAC Standard 2020 criterion. The study highlights that the four assessment tools used in the EIS course are effective, but there is a room for improvement. The students suggested the need for financial support from the university, improvements to the assessment tools, facilities such as internet, conducive environment to enhance their learning experience, and additional support from lecturers/advisors highlighting the importance of quality guidance and mentorship for student success. The study's findings could help improve engineering assessment instruments to enhance the students’ skill sets related to sustainable community. However, the use of purposive sampling may limit the generalizability of the results to other engineering programmes or institutions. The results suggest that the EIS-SULAM course is effective in developing students' HOTs and achieving essential skill sets for societal well-being. In conclusion, this study provides valuable insights into the effectiveness of assessment tools in SULAM projects for engineering programmes and its potential to develop the essential skill sets required for community and societal well-being. Future research could explore the effectiveness of SULAM in different engineering programmes and institutions using different sampling methods. In addition, promising avenue for future research is the integration of Artificial Intelligence (AI), such as ChatGPT, in the development of assessment prompts for engineering courses. This research could focus on creating AI-powered prompts aligned with course and program outcomes to enhance the efficiency and effectiveness of student evaluation.

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The Impact of Alternative Assessments in Assessing the Seventh Component of the Washington Accord’s Knowledge Profile

Kiew

Liew

Puteh

et al. 2020

Advances in Intelligent Systems and Computing

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Alternative Assessment: Exploring the Effectiveness of Self-Assessment Practice among Engineering Students

Abstract: There are numerous ways available for lecturers to assess their students '

Cited by 4 publications

References 11 publications

Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers

Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers

Effectiveness of Alternative Assessment Tools used in EiS-SULAM Projects for Sustainable Communities in Engineering Programme

The Impact of Alternative Assessments in Assessing the Seventh Component of the Washington Accord’s Knowledge Profile

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