Leveraging the Force of Formative Assessment and Feedback for Effective Engineering Education

Abstract

, where he directs the ICTD; Human Development; Systems; Big Data Analytics; Networks (IHSAN) Research Lab. His primary research interests are in the areas of computer systems and networking, applied machine learning, using ICT for development (ICT4D); and engineering education. He is the author of more than 100 peer-reviewed research papers that have been published at various top conferences and journals. He currently serves as the Chairperson of the Electrical Engineering department at ITU. He was awarded the HEC Best University Teacher Award, the highest national teaching award in Pakistan, in 2012. He is a senior member of IEEE. He is an ACM Distinguished Speaker for a three-year term starting 2020 and an ACM Senior Member.

A Study to Evaluate Students’ Performance, Engagement, and Progression in Higher Education Based on Feedforward Teaching Approach

“…The comments provided to them on drafts prior to the actual assignment submission were beneficial and enhanced their learning. Furthermore, Qadir et al [18] considered feedforward approaches as a formative assessment prior to the summative assessment. Dickson et al [19] believe that feedforward is the most effective part of feedback; their peer-reviewed article demonstrates a positive impact on students' perception, understanding, performance in summative assessments, and overall satisfaction with assessment practices.…”

Exploring How Secondary STEM Teachers and Undergraduate Mentors Adapt Digital Technologies to Promote Culturally Relevant Education during COVID-19

“…The engineering design notebook promotes collaboration between students and undergraduates, as students receive feedback during each stage of the EDP directly in Google Slides. Using digital technologies for timely online feedback and redirection by mentors during the EDP can support students' deeper learning and application of academic concepts and skills [46]. The engineering design notebook also includes space for students to create visual representations of their models by uploading drawings or using online sketching programs like Google Draw.…”

Low-stakes assessments: An effective tool to improve marks in higher-stakes summative assessments? Evidence from commerce students at a South African university

“…Summative assessments are almost always graded, are typically less frequent, and occur at the end of segments of instruction (Dixson and Worrell 2016). The purpose of summative assessments is to assess learning, which is how well a student has acquired knowledge and skills and developed cognition at a specific point in time (Qadir et al 2020).…”