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

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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

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

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