Innovative assessment paradigm to enhance student learning in engineering education

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9 Citations (Scopus)


Incorporation of student self-assessment (SSA) in engineering education offers opportunities to support and encourage learner-led-learning. This paper presents an innovative assessment paradigm that integrates formative, summative, and SSA to enhance student learning. The assessment innovation was implemented in a senior-level civil engineering design course. Direct evidence of the impact of employing this innovation on student learning and achievement was derived by monitoring student academic performance in direct assessment tasks throughout the semester. Students’ feedback demonstrated the effectiveness of this innovation to improve their understanding of course topics build their autonomy, independent judgement, and self-regulated learning skills.

Original languageEnglish
Pages (from-to)1439-1454
Number of pages16
JournalEuropean Journal of Engineering Education
Issue number6
Publication statusPublished - Nov 2 2017


  • Learner-led-learning
  • assessment
  • formative
  • self-assessment
  • summative

ASJC Scopus subject areas

  • Education
  • General Engineering


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