Journal of Engineering Education Transformations

Abstract

The approaches used for assessment and instruction are powerful indicators of learning that is valued in the field of education. They are the fundamental activities in the educational process, specifically when related to designing and science. A few educational cycles, such as workforce progress, understudy scores, position, and deep insight, are impacted by ordinary content delivery and subpar evaluation. The Specific Outcomes of the Program (PSOs) and Course Outcomes are primarily managed by these two difficulties (COs). Examining the effects of movement-based learning and assessment methodologies to complete the assigned PSOs and COs through group or individual learning is the focus of the current work. The impact size of Hattie, which affects the success of the programme and course, has been examined. Two courses that were offered to a small group of college students studying electrical engineering showed the cycle. The measurements have been made based on the impact that each impact, element, and issue have on the size of the impact. The conversation also discusses the possibility of integrating action-based learning into Indian design education.

Keywords - COs, Group learning, Individual learning