Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings

N. P. Subheesh; Satya Sundar Sethy

doi:10.29333/ejmste/114157

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N. P. Subheesh ¹ ^* , Satya Sundar Sethy ¹

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¹ Department of Humanities & Social Sciences, Indian Institute of Technology Madras, Chennai, INDIA^* Corresponding Author

Abstract

‘Assessment’ and ‘feedback’ are inherently embedded in a course curriculum of engineering education settings. These components are indispensable for the teaching-learning processes. It is observed that engineering faculty members do not require any ‘teacher-training’ to join the engineering institutions across the globe. Hence, they may not have adequate experience in assessing students’ performances and providing feedback to students. Only a few research studies have been carried out on assessment and feedback from the engineering education context. Therefore, this paper attempts to critically analyze the literature pertaining to learning through different types and methods of assessment practices in the engineering education settings. Further, it examines the significance of qualitative feedback in assessment and the principles of good feedback practice. It highlights the implications of assessing student performance and providing feedback from the engineering education perspective. Finally, the paper offers some recommendations on assessment and feedback practices in the engineering education settings.

Keywords

assessment
evaluation
quality assurance
engineering education
feedback

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2020, Volume 16, Issue 3, Article No: em1829

https://doi.org/10.29333/ejmste/114157

Publication date: 01 Jan 2020

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APA

Subheesh, N. P., & Sethy, S. S. (2020). Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings. Eurasia Journal of Mathematics, Science and Technology Education, 16(3), em1829. https://doi.org/10.29333/ejmste/114157

Vancouver

Subheesh NP, Sethy SS. Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings. EURASIA J Math Sci Tech Ed. 2020;16(3):em1829. https://doi.org/10.29333/ejmste/114157

AMA

Subheesh NP, Sethy SS. Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings. EURASIA J Math Sci Tech Ed. 2020;16(3), em1829. https://doi.org/10.29333/ejmste/114157

Chicago

Subheesh, N. P., and Satya Sundar Sethy. "Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 3 (2020): em1829. https://doi.org/10.29333/ejmste/114157

Harvard

Subheesh, N. P., and Sethy, S. S. (2020). Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings. Eurasia Journal of Mathematics, Science and Technology Education, 16(3), em1829. https://doi.org/10.29333/ejmste/114157

MLA

Subheesh, N. P. et al. "Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 3, 2020, em1829. https://doi.org/10.29333/ejmste/114157