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RESEARCH PAPER
Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings
1
Department of Humanities & Social Sciences, Indian Institute of Technology Madras, Chennai, INDIA.
Online publication date: 2020-01-01
Publication date: 2020-01-01
Corresponding author
N. P. Subheesh
Department of Humanities & Social Sciences, Indian Institute of Technology Madras, Chennai, INDIA.
Department of Humanities & Social Sciences, Indian Institute of Technology Madras, Chennai, INDIA.
EURASIA J. Math., Sci Tech. Ed 2020;16(3):em1829
KEYWORDS
TOPICS
Teacher Training/EducationEvaluation and AssessmentTeaching/Learning StrategiesHistory, Philosophy, and Sociology of Mathematics, Science, or Technology
in Relation to Educational Issues and SettingsInstructional DesignReviews and Critiques of Books and ArticlesTechnology Education
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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