Assessing Performance in Engineering Design Education From a Multidisciplinary Perspective: An Analysis of Instructors’ Course Review Reports

Abstract

Performance assessment plays a crucial role in engineering education. Yet most instructor assessment focuses on student outcomes to analyse achievements. Although there is extensive research analysing student productions, however, few studies have explored assessment from instructor perspectives, especially when reporting their assessment practice. This study examines instructors' assessment of student performance through the lens of course review reports (CRRs). The CRRs were collected from 5 core undergraduate courses submitted for annual review and were related to the mappings of the measurable outcomes to performance indicators, assessment methods, and level of engagement. Regardless of the variability in reporting the student design experience, instructors' assessment and potential gaps, as well as strong existing correlations between some indicators and associated assessment methods, the study showed that the CRR may be a powerful and complementary approach to investigate the complexity of multidisciplinary design and design assessment.

Eye tracking and artificial intelligence for competency assessment in engineering education: a review

“…Therefore, current engineering instructions apply several assessments to better map student learning and their abilities, especially in active pedagogies such as project-based learning (PBL). This is reported by Ndiaye and Blessing (2023), who analyzed engineering instructors' course review reports and highlighted several combinations of assessment (e.g., summative: 2D project, exam, review, and prototype evaluation; formative: quizzes, problem sets, and homework assignment; peer assessment: peer review…). Providing an effective competency assessment for learning, especially feedback, to all students in such complex fields is challenging and time-consuming.…”