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

N. P. Subheesh; Satya Sundar Sethy

doi:10.29333/ejmste/114157

Full Text (PDF)

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

More Detail

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

License

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

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

EURASIA J MATH SCI T, 2020 - Volume 16 Issue 3, Article No: em1829

Publication date: 01 Jan 2020

Article Views: 2674

Article Downloads: 1925

Open Access References How to cite this article

References

Abdulwahed, M., & Nagy, Z. K. (2009). Applying Kolb’s Experiential Learning Cycle for Laboratory Education. Journal of Engineering Education, 98(3), 283-294. https://doi.org/10.1002/j.2168-9830.2009.tb01025.x.
Andersson, C., & Palm, T. (2017). Characteristics of improved formative assessment practice. Education Inquiry, 8(2), 104-122. https://doi.org/10.1080/20004508.2016.1275185.
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass.
Baars, M., Vink, S., Van Gog, T., De Bruin, A., & Paas, F. (2014). Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving. Learning and Instruction, 33, 92–107. https://doi.org/10.1016/j.learninstruc.2014.04.004.
Bakx, A., Baartman, L. K. J., & Van Schilt-Mol, T. (2014). Development and evaluation of a summative assessment program for senior teacher competence. Studies in Educational Evaluation, 40(1), 50-62. https://doi.org/10.1016/j.stueduc.2013.11.004.
Bayerlein, L. (2014). Students’ feedback preferences: how do students react to timely and automatically generated assessment feedback? Assessment and Evaluation in Higher Education, 39(8), 916-931. https://doi.org/10.1080/02602938.2013.870531.
Bhagat, K. K., Subheesh, N. P., Bhattacharya, B., & Chang, C. Y. (2017). The design and development of identification of students’ misconceptions in individualized learning environment (iSMILE) system. Eurasia Journal of Mathematics, Science and Technology Education, 13(1), 19-34. https://doi.org/10.12973/eurasia.2017.00602a.
Bhattacharya, B. (2004). What is “good teaching” in engineering education in India? A case study. Innovations in Education and Teaching International, 41(3), 329-341. https://doi.org/10.1080/14703290410001733258.
Biggs, J. (1999). Teaching for quality learning at university. Buckingham: SRHE/Open University Press.
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31. https://doi.org/10.1007/s11092-008-9068-5.
Boud, D. (2000). Sustainable Assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167. https://doi.org/10.1080/713695728.
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment and Evaluation in Higher Education, 38(6), 698-712. https://doi.org/10.1080/02602938.2012.691462.
Boud, D., Cohen, R., & Sampson, J. (1999). Peer Learning and Assessment. Assessment & Evaluation in Higher Education, 24(4), 413-426. https://doi.org/10.1080/0260293990240405.
Boyle, J. T., & Nicol, D. J. (2003). Using classroom communication systems to support interaction and discussion in large class settings. Research in Learning Technology, 11(3), 43-57. https://doi.org/10.1080/0968776030110305.
Bryan, C., & Clegg, K. (Eds.). (2006). Innovative assessment in higher education. London: Routledge. https://doi.org/10.4324/9780203969670.
Burtner, J. (2000). The changing role of assessment in engineering education: a review of the literature. In ASEE 2000 Southeast Section Conference (pp. 1-9).
Choudhury, P. K. (2019). Student assessment of quality of engineering education in India: evidence from a field survey. Quality Assurance in Education, 27(1), 103-126. https://doi.org/10.1108/QAE-02-2015-0004.
Christoforidou, M., Kyriakides, L., Antoniou, P., & Creemers, B. P. M. (2014). Searching for stages of teacher’s skills in assessment. Studies in Educational Evaluation, 40, 1-11. https://doi.org/10.1016/j.stueduc.2013.11.006.
Chua, K. J. (2014). A comparative study on first-time and experienced project-based learning students in an engineering design module. European Journal of Engineering Education, (July 2014), 1-17. https://doi.org/10.1080/03043797.2014.895704.
Clancy, E., Quinn, P., & Miller, J. (2005). Assessment of a Case Study Laboratory to Increase Awareness of Ethical Issues in Engineering. IEEE Transactions on Education, 48(2), 313-317. https://doi.org/10.1109/TE.2004.842900.
Cruz, J. A., & Frey, W. J. (2003). An effective strategy for integrating ethics across the curriculum in engineering: An ABET 2000 challenge. Science and Engineering Ethics, 9(4), 543-568. https://doi.org/10.1007/s11948-003-0049-2.
Cruz, M. L., Saunders-Smits, G. N., & Groen, P. (2019). Evaluation of competency methods in engineering education: a systematic review. European Journal of Engineering Education, 44(6), 1-29. https://doi.org/10.1080/03043797.2019.1671810.
Deeley, S. J., & Bovill, C. (2015). Staff student partnership in assessment: enhancing assessment literacy through democratic practices. Assessment & Evaluation in Higher Education, 2938(January), 1-15. https://doi.org/10.1080/02602938.2015.1126551.
Demirkasımoğlu, N. (2010). Defining “Teacher Professionalism” from different perspectives. Procedia-Social and Behavioral Sciences, 9(1), 2047-2051. https://doi.org/10.1016/j.sbspro.2010.12.444.
Dziob, D., Kwiatkowski, L., & Sokolowska, D. (2018). Class tournament as an assessment method in physics courses: A pilot study. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1111-1132. https://doi.org/10.29333/ejmste/81807.
Ewell, P. T. (1998). National Trends in Assessing Student Learning. Journal of Engineering Education, 87(2), 107-113. https://doi.org/10.1002/j.2168-9830.1998.tb00330.x.
Felder, R. M., & Silverman, L. K. (1988). Learning and Teaching Styles in Engineering Education. Engineering Education, 78(7), 674-681.
Fernandes, S., Flores, M. A., & Lima, R. M. (2012). Students’ views of assessment in project-led engineering education: findings from a case study in Portugal. Assessment & Evaluation in Higher Education, 37(2), 163-178. https://doi.org/10.1080/02602938.2010.515015.
Froyd, J. E., Wankat, P. C., & Smith, K. A. (2012). Five Major Shifts in 100 Years of Engineering Education. In Proceedings of the IEEE (Vol. 100, pp. 1344-1360). https://doi.org/10.1109/JPROC.2012.2190167.
Gaertner, H. (2014). Effects of student feedback as a method of self-evaluating the quality of teaching. Studies in Educational Evaluation, 42, 91-99. https://doi.org/10.1016/j.stueduc.2014.04.003.
Gibbs, G. (2006). How assessment frames student learning. In C. Bryan & K. Clegg (Eds.), Innovative assessment in higher education (p. 23). London: Routledge.
Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1(1), 3-31.
Gibbs, G., Simpson, C., & Macdonald, R. (2003). Improving student learning through changing assessment - a conceptual and practical framework. In European Association for Research into Learning and Instruction (EARLI) Conference (pp. 1-10). Padova, Italy.
Green, K. H., & Emerson, A. (2007). A new framework for grading. Assessment & Evaluation in Higher Education, 32(4), 495-511. https://doi.org/10.1080/02602930600896571.
Gulikers, J. T. M., Biemans, H. J. a., Wesselink, R., & van der Wel, M. (2013). Aligning formative and summative assessments: A collaborative action research challenging teacher conceptions. Studies in Educational Evaluation, 39(2), 116-124. https://doi.org/10.1016/j.stueduc.2013.03.001.
Guzman, E., & Conejo, R. (2005). Self-Assessment in a Feasible, Adaptive Web-Based Testing System. IEEE Transactions on Education, 48(4), 688-695. https://doi.org/10.1109/TE.2005.854571.
Guzzomi, A. L., Male, S. A., & Miller, K. (2015). Students’ responses to authentic assessment designed to develop commitment to performing at their best. European Journal of Engineering Education, 3797(January), 1-22. https://doi.org/10.1080/03043797.2015.1121465.
Hanna, G. S., & Dettmer, P. A. (2004). Assessment for effective teaching: Using context-adaptive planning. Boston, MA: Allyn & Bacon.
Hassan, O. A. B. (2011). Learning theories and assessment methodologies – an engineering educational perspective. European Journal of Engineering Education, 36(4), 327-339. https://doi.org/10.1080/03043797.2011.591486.
Hornby, W. (2003). Assessing Using Grade-related Criteria: a single currency for universities? Assessment & Evaluation in Higher Education, 28(4), 435-454. https://doi.org/10.1080/0260293032000066254.
Iqbal, A., & Manarvi, I. A. (2011). Teachers’ attitudes and perceptions for alternative assessment techniques: a case study of Pakistani universities. International Journal of Teaching and Case Studies, 3(2), 131-146. https://doi.org/10.1504/IJTCS.2011.039553.
Irons, A. (2008). Enhancing Learning through Formative Assessment and Feedback. New York: Routledge. https://doi.org/10.4324/9780203934333.
Joughin, G. (Ed.). (2009). Assessment, Learning and Judgement in Higher Education. Dordrecht: Springer Netherlands. https://doi.org/10.1007/978-1-4020-8905-3.
Kanjee, A., & Sayed, Y. (2013). Assessment policy in post-apartheid South Africa: Challenges for improving education quality and learning. Assessment in Education: Principles, Policy and Practice, 20(4), 442-469. https://doi.org/10.1080/0969594X.2013.838541.
Knight, P. (2001). A briefing on key concepts: Formative and summative, criterion and norm-referenced assessment. Assessment Series No. 7. York, UK: LTSN Generic Centre.
Kristensen, H. J., & Sørensen, B. L. (2004). An example of how assessment relates to practice when student learning is the main principle for creating curricula. European Journal of Engineering Education, 29(2), 203-209. https://doi.org/10.1080/03043790310001633188.
Lal, S., Lucey, A. D., Lindsay, E. D., Sarukkalige, P. R., Mocerino, M., Treagust, D. F., & Zadnik, M. G. (2017). An alternative approach to student assessment for engineering-laboratory learning. Australasian Journal of Engineering Education, 22(2), 81-94. https://doi.org/10.1080/22054952.2018.1435202.
Lesage, E., Valcke, M., & Sabbe, E. (2013). Scoring methods for multiple choice assessment in higher education – Is it still a matter of number right scoring or negative marking? Studies in Educational Evaluation, 39(3), 188-193. https://doi.org/10.1016/j.stueduc.2013.07.001.
Leslie, L. J., & Gorman, P. C. (2016). Collaborative design of assessment criteria to improve undergraduate student engagement and performance. European Journal of Engineering Education, 3797(April), 1-16. https://doi.org/10.1080/03043797.2016.1158791.
Lizzio, A., & Wilson, K. (2008). Feedback on assessment: Students’ perceptions of quality and effectiveness. Assessment and Evaluation in Higher Education, 33(3), 263-275. https://doi.org/10.1080/02602930701292548.
Macfarlane, B. (2004). Teaching with Integrity: The Ethics of Higher Education Practice. London: Routledge. https://doi.org/10.4324/9780203416501.
Macfarlane, B. (2009). Researching with Integrity: The Ethics of Academic Enquiry. New York: Routledge. https://doi.org/10.4324/9780203886960.
MacLellan, E. (2001). Assessment for Learning: The differing perceptions of tutors and students. Assessment & Evaluation in Higher Education, 26(4), 307-318. https://doi.org/10.1080/02602930120063466.
Mallet, D. G. (2008). Asynchronous online collaboration as a flexible learning activity and an authentic assessment method in an undergraduate mathematics course. Eurasia Journal of Mathematics, Science and Technology Education, 4(2), 143-151. https://doi.org/10.12973/ejmste/75314.
McDowell, L., White, S., & Davis, H. C. (2004). Changing assessment practice in engineering: how can understanding lecturer perspectives help? European Journal of Engineering Education, 29(2), 173-181. https://doi.org/10.1080/03043790310001633151.
McGourty, J. (1999). Four Strategies to Integrate Assessment into the Engineering Educational Environment. Journal of Engineering Education, 88(4), 391-395. https://doi.org/10.1002/j.2168-9830.1999.tb00464.x.
McLean, H. (2018). This is the way to teach: insights from academics and students about assessment that supports learning. Assessment and Evaluation in Higher Education, 43(8), 1228-1240. https://doi.org/10.1080/02602938.2018.1446508.
Mumm, K., Karm, M., & Remmik, M. (2016). Assessment for learning: Why assessment does not always support student teachers’ learning. Journal of Further and Higher Education, 40(6), 780-803. https://doi.org/10.1080/0309877X.2015.1062847.
Natarajan, R. (2000). The role of accreditation in promoting quality assurance of technical education. International Journal of Engineering Education, 16(2), 85–96.
Nicol, D. J. (2009). Assessment for learner self‐regulation: enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education, 34(3), 335-352. https://doi.org/10.1080/02602930802255139.
Nicol, D. J. (2010). From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501-517. https://doi.org/10.1080/02602931003786559.
Nicol, D. J., & Boyle, J. T. (2003). Peer instruction versus class-wide discussion in large classes: a comparison of two interaction methods in the wired classroom. Studies in Higher Education, 28(4), 457-473. https://doi.org/10.1080/0307507032000122297.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090.
Nicol, D. J., & Milligan, C. (2006). Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice. In Cordelia Bryan & K. Clegg (Eds.), Innovative assessment in higher education (pp. 64-77). London: Routlegde.
Olds, B. M., Moskal, B. M., & Miller, R. L. (2005). Assessment in Engineering Education: Evolution, Approaches and Future Collaborations. Journal of Engineering Education, 94(1), 13-25. https://doi.org/10.1002/j.2168-9830.2005.tb00826.x.
Olfos, R., & Zulantay, H. (2007). Reliability and validity of authentic assessment in a web based course. Educational Technology and Society, 10(4), 156-173.
Oyinloye, O., & Imenda, S. (2019). The Impact of Assessment for Learning on Learner Performance in Life Science. Eurasia Journal of Mathematics, Science and Technology Education, 15(11), 1-8. https://doi.org/10.29333/ejmste/108689.
Palmer, S. (2004). Authenticity in assessment: reflecting undergraduate study and professional practice. European Journal of Engineering Education, 29(2), 193–202. https://doi.org/10.1080/03043790310001633179.
Pellegrino, J. W. (2012). Assessment of science learning: Living in interesting times. Journal of Research in Science Teaching, 49(6), 831-841. https://doi.org/10.1002/tea.21032.
Pellegrino, J. W., & Chudowsky, N. (2003). Focus Article: The Foundations of Assessment. Measurement: Interdisciplinary Research & Perspective, 1(2), 103-148. https://doi.org/10.1207/S15366359MEA0102_01.
Powell, P. C. (2004). Assessment of team-based projects in project-led education. European Journal of Engineering Education, 29(2), 221-230. https://doi.org/10.1080/03043790310001633205.
Rompelman, O. (2000). Assessment of student learning: Evolution of objectives in engineering education and the consequences for assessment. European Journal of Engineering Education, 25(4), 339-350. https://doi.org/10.1080/03043790050200386.
Rompelman, O., & De Graaff, E. (2006). The engineering of engineering education: curriculum development from a designer’s point of view 1. European Journal of Engineering Education, 31(2), 215-226. https://doi.org/10.1080/03043790600567936.
Sadler, D. R. (2005). Interpretations of criteria‐based assessment and grading in higher education. Assessment & Evaluation in Higher Education, 30(2), 175-194. https://doi.org/10.1080/0260293042000264262.
Sadler, D. R. (2009). Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education, 34(2), 159-179. https://doi.org/10.1080/02602930801956059.
Sadler, D. R. (2010). Fidelity as a precondition for integrity in grading academic achievement. Assessment & Evaluation in Higher Education, 35(6), 727-743. https://doi.org/10.1080/02602930902977756.
Sadler, D. R. (2012). Assessment, evaluation and quality assurance: Implications for integrity in reporting academic achievement in higher education. Education Inquiry, 3(2), 201-216. https://doi.org/10.3402/edui.v3i2.22028.
Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagné, & M. Scriven (Eds.), Perspectives of curriculum evaluation (AERA Monograph Series – Curriculum Evaluation) (Vol. 1). Chicago: Rand McNally and Co.
Scriven, M. (1994). Duties of the teacher. Journal of Personnel Evaluation in Education, 8(1), 151-184. https://doi.org/10.1007/BF00972261.
Serin, G. (2015). Alternative assessment practices of a classroom teacher: Alignment with reform-based science curriculum. Eurasia Journal of Mathematics, Science and Technology Education, 11(2), 277-297. https://doi.org/10.12973/eurasia.2015.1330a.
Sethy, S. S. (2012). Students’ Expectations about Their Grades versus Course Expectations from Them. International Journal of Quality Assurance in Engineering and Technology Education, 2(4), 1-15. https://doi.org/10.4018/ijqaete.2012100101.
Sethy, S. S. (2017). Undergraduate engineering students’ attitudes and perceptions towards ‘professional ethics’ course: a case study of India. European Journal of Engineering Education, 42(6), 987-999. https://doi.org/10.1080/03043797.2016.1243656.
Sethy, S. S. (2018a). Academic Ethics: Teaching Profession and Teacher Professionalism in Higher Education Settings. Journal of Academic Ethics, 16(4), 287-299. https://doi.org/10.1007/s10805-018-9313-6.
Sethy, S. S. (2018b). Professionalism in assessing students’ performance: Roles and responsibilities of higher education teachers. In S. S. Sethy (Ed.), Higher Education and Professional Ethics (pp. 99-123). London: Routledge India. https://doi.org/10.4324/9781351173803-6.
Shaeiwitz, J. A. (1996). Outcomes Assessment in Engineering Education. Journal of Engineering Education, 85(3), 239-246. https://doi.org/10.1002/j.2168-9830.1996.tb00239.x.
Subheesh, N. P., & Sethy, S. S. (2018). Assessment and Evaluation Practices in Engineering Education: A Global Perspective. In 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE) (pp. 1-5). IEEE. https://doi.org/10.1109/CISPEE.2018.8593451.
Suskie, L. (2010). Assessing Student Learning: A Common Sense Guide. San Francisco, CA: John Wiley & Sons.
Taras, M. (2005). Assessment - Summative and formative - Some theoretical reflections. British Journal of Educational Studies, 53(4), 466-478. https://doi.org/10.1111/j.1467-8527.2005.00307.x.
Taras, M. (2009). Summative assessment: the missing link for formative assessment. Journal of Further and Higher Education, 33(1), 57-69. https://doi.org/10.1080/03098770802638671.
Trigwell, K., & Prosser, M. (1991). Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes. Higher Education, 22(3), 251-266. https://doi.org/10.1007/BF00132290.
Trotter, E. (2006). Student perceptions of continuous summative assessment. Assessment and Evaluation in Higher Education, 31(5), 505-521. https://doi.org/10.1080/02602930600679506.
Van Hattum-Janssen, N., Pacheco, J. A., & Vasconcelos, R. M. (2004). The accuracy of student grading in first-year engineering courses. European Journal of Engineering Education, 29(2), 291-298. https://doi.org/10.1080/0304379032000157259.
Vos, H. (2000). How to assess for improvement of learning. European Journal of Engineering Education, 25(3), 227-233. https://doi.org/10.1080/030437900438658.
Walvoord, B., & Anderson, V. (2011). Effective grading: A tool for learning and assessment in college (2nd ed.). San Francisco: Jossey-Bass.
Weaver, M. R. (2006). Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education, 31(3), 379-394. https://doi.org/10.1080/02602930500353061.
Weurlander, M., Söderberg, M., Scheja, M., Hult, H., & Wernerson, A. (2012). Exploring formative assessment as a tool for learning: students’ experiences of different methods of formative assessment. Assessment & Evaluation in Higher Education, 37(6), 747-760. https://doi.org/10.1080/02602938.2011.572153.
Wiggins, G. (2001). Educative assessment. San Francisco: Jossey-Bass.
Wiliam, D., Lee, C., Harrison, C., & Black, P. (2004). Teachers developing assessment for learning: impact on student achievement. Assessment in Education: Principles, Policy & Practice, 11(1), 49-65. https://doi.org/10.1080/0969594042000208994.
Worth-Butler, M. M., Murphy, R. J. L., & Fraser, D. M. (1994). Towards an integrated model of competence in midwifery. Midwifery, 10(4), 225-231. https://doi.org/10.1016/0266-6138(94)90057-4.
Yorke, M. (2003). Transition into higher education: some implications for the ‘employability agenda.’ York: Higher Education Academy.
Yorke, M. (2008). Grading Student Achievement in Higher Education. London: Routledge. https://doi.org/10.4324/9780203939413.

How to cite this article

Vancouver

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

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

AMA

Subheesh NP, Sethy SS. Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings. EURASIA J MATH SCI T. 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