ContextAssessment in engineering education is crucial for evaluating student achievement and teaching effectiveness. Engineering universities should align programs with objectives, curriculum, instruction, and assessment strategies.
Purpose or GoalRecognizing that students are fundamental in the teaching and learning process, their feedback on content delivery and assessment methods is invaluable for refining and improving the overall instructional process. Consequently, this study investigates students' perceptions of assessment practices in engineering education. This study also examines the significant disparity in the perception of undergraduate engineering students at different academic levels.
MethodsThrough a quantitative survey, data was collected from 557 undergraduate engineering students at various academic year levels from six (6) programs across four engineering universities in Bangladesh. Descriptive statistics have been used to get insights into the demographics of the students. Cronbach's alpha was used to assess the reliability of the data. The ANOVA analysis investigates the significant differences in students' perception of assessment practices at different academic levels.
OutcomesThe results show high reliability of the survey instrument with a Cronbach's alpha value of 0.801. The ANOVA findings reveal that first-year students' perceptions of assessment practices differ significantly from third-year and fourth-year students.
ConclusionWe observed that there is a significant variance in the perception of first-year and third-year students on the alignment of assessment with planned learning. Similarly, a significant difference exists between the perception of first-year and fourth-year on the authenticity and transparency in assessment. However, the magnitude of the difference is small.