Enhancing learning of engineering students through self-assessment

Research output: Chapter in Book/Report/Conference proceedingConference contribution

3 Citations (Scopus)

Abstract

This paper presents an innovative assessment paradigm that enhances student learning through self-assessment. The paradigm was implemented in a senior-level civil engineering design course. It engages students in formal assessment tasks that contribute to their academic results. The impact of employing this innovation on students' learning gain and relative improvement was derived by comparing their score before and after the self-assessment and monitoring their academic performance throughout the semester. Engaging students in formal assessment tasks through self-assessment improved their academic results. The relative improvement of students increased as the time progressed throughout the semester. Students' feedback confirmed the effectiveness of the proposed paradigm to improve their understanding of course topics and to develop their independent judgment and autonomy.

Original languageEnglish
Title of host publicationProceedings of 2017 IEEE Global Engineering Education Conference, EDUCON 2017
PublisherIEEE Computer Society
Pages86-91
Number of pages6
ISBN (Electronic)9781509054671
DOIs
Publication statusPublished - Jun 7 2017
Event8th IEEE Global Engineering Education Conference, EDUCON 2017 - Athens, Greece
Duration: Apr 25 2017Apr 28 2017

Publication series

NameIEEE Global Engineering Education Conference, EDUCON
ISSN (Print)2165-9559
ISSN (Electronic)2165-9567

Other

Other8th IEEE Global Engineering Education Conference, EDUCON 2017
Country/TerritoryGreece
CityAthens
Period4/25/174/28/17

Keywords

  • Learning
  • Learning gain
  • Relative improvement
  • Self-assessment

ASJC Scopus subject areas

  • General Engineering
  • Information Systems and Management
  • Education

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