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

Kiew, Peck Loo; Liew, Chia Pao; Puteh, Marlia; Tan, Kim Geok

doi:10.1007/978-3-030-40274-7_67

Cited by 4 publications

(4 citation statements)

References 7 publications

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“…The project is carried out as a structured service activity, which is a civil engineering community project that addresses identified community needs through complex engineering problem-solving. Students must also understand the role of engineering ethics and the engineer's professional duty to safeguard public safety, as well as the economic, social, cultural, environmental, and sustainability consequences of engineering activity (Kiew et al, 2020). Furthermore, today's engineering profession is continually confronted with uncertainty and competing (sometimes conflicting) requirements or needs from clients, governments, environmental agencies, and the public which demands both interpersonal and technical abilities (Liew et al, 2020).…”

Section: Background Of Studymentioning

confidence: 99%

Design of an Innovative Assessment Instrument Integrating Service-Learning Malaysia University for Society Approach for Engineers in Society Course during Covid19 Pandemic

Isa

Lian

Liew

2022

AJEE

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Service-Learning Malaysia-University for Society (SULAM) has served as a learning experience in Malaysia for the past few years, merging theories and practices to expose students to real-world community problems. SULAM was developed as a cutting-edge teaching and learning technique in Malaysia's higher education institutions (HEIs). Alternative assessment is one of the instruments for evaluating students' work in a real-world environment. It can also help students develop their higher-order thinking skills (HOTs), particularly at engineering HEIs. However, there is a dearth of research on SULAM in engineering programmes, particularly in terms of the assessment instruments utilised in achieving the essential skill sets for societal well-being. This study improves on the ordinary way of assessment by creating a unique alternative assessment instrument for the Engineers in Society (EIS) course integrated with SULAM (EIS-SULAM) to analyse the expected outcomes and evaluate its success. The EIS-SULAM course and its curricula were assessed in this study through document analysis and the creation of an assessment instrument by subject matter experts. The assessment instrument was used by 415 respondents utilising a purposive sampling of civil engineering students taking the EIS-SULAM course during the February–July 2020 semester (starting of Covid19 Pandemic) to determine its usefulness in measuring students' skill sets. The students submitted 90 projects using the Google Classroom platform and were assessed by three (3) lecturers using a syndicated marking method to assure fairness and uniformity in the report's marking. The results show that the student's grades are distributed normally, with around 20% of the 415 students receiving A+, A, and A- grades, 70% receiving B+, B, and B- grades, and 10% receiving C+ and C grades. Overall, all students met the 50% cut-off mark for the EIS-SULAM course, which satisfies the EAC Standard 2020 criterion. It is envisaged that the findings of this study will be used to improve engineering assessment instruments to increase societal well-being.

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Section: Background Of Studymentioning

confidence: 99%

Design of an Innovative Assessment Instrument Integrating Service-Learning Malaysia University for Society Approach for Engineers in Society Course during Covid19 Pandemic

Isa

Lian

Liew

2022

AJEE

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“…The committee identified that the two courses' corresponding assessments have to be redesigned for the following semester." These two courses emphasise the engineers' responsibilities, namely, knowledge in protecting the environment and sustainable engineering solutions as described in literature [29].…”

Section: Cqi At Programme Levelmentioning

confidence: 99%

Evaluation of Engineering Students’ Learning Outcomes: Creating a Culture of Continuous Quality Improvement

Liew

Puteh

Lim

et al. 2021

Int. J. Emerg. Technol. Learn.

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Assessment and evaluation of outcomes and continuous quality improvement often lead to uneasiness among engineering educators, which is a barrier to implementing an effective system of results-assessment. The sophisticated evaluation models and analytical instruments adopted by higher learning institutions are believed to worsen this uneasiness, impeding the successful implementation of programme quality improvement. In this paper, the challenges in assessing and evaluating learning outcomes, types of programme outcome assessment model and an analytical tool known as Engineering Outcome Analytics developed by Tunku Abdul Rahman University College for the assessment were presented. Documents related to quality improvement from two higher learning institutions in Malaysia were reviewed and discussed based on the key elements of continuous quality improvement. The results can be used to avoid the shortcomings and adopt the best practices in continuous quality improvement. With proper understanding on the key elements of continuous quality improvement, and adoption of culminating assessment model and a highly integrated analytical tool, engineering educators and programme owners are expected to benefit from this re-search in three ways. First, it cultivates a culture of continuous improvement of quality by increasing the educators' willingness to evaluate results. Second, it enhances their existing analytical tools to reflect students' actual developments, resulting in significant continuous actions to improve quality. Third, it satisfies the accreditation requirements on outcomes-based assessment.

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“…Unlike traditional assessments that focus on knowledge acquisition, alternative assessments prioritize applied proficiency in a subject. In higher education, alternative assessments can play a critical role in evaluating students' performance and promoting reflective thinking, which facilitates deep learning (Kiew et al, 2020). However, there were various challenges in assessing community service-based experiential learning, thus there is a need to develop assessments tools having clear assessment criteria, ensuring fairness and consistency in grading, and assessing the learning outcomes beyond technical skills.…”

Section: Introductionmentioning

confidence: 99%

“…The study revealed a wide range of assessment methods employed in community service-based experiential learning, including written reports, presentations, portfolios, self-assessment, and group evaluation. The different evaluation criteria were used to Kiew et al (2020) investigated the effectiveness and acceptance of alternative assessments by focusing on authentic and flipped assessment methods by conducting a qualitative analysis on 208 engineering students that revealed positive experience towards the implementation of alternative assessments. The students acknowledged that these assessment approaches promote cooperative learning and reinforce their understanding of the course materials in an active manner.…”

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

Cited by 4 publications

References 7 publications

Design of an Innovative Assessment Instrument Integrating Service-Learning Malaysia University for Society Approach for Engineers in Society Course during Covid19 Pandemic

Design of an Innovative Assessment Instrument Integrating Service-Learning Malaysia University for Society Approach for Engineers in Society Course during Covid19 Pandemic

Evaluation of Engineering Students’ Learning Outcomes: Creating a Culture of Continuous Quality Improvement

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

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