Innovative Assessment Strategies for Enhancing Skill Development in ARM Microcontroller and Embedded Systems Laboratory

Abstract

In this paper, the redesign and evaluation of ARM Microcontroller and Embedded Systems Laboratory will be presented to overcome the weaknesses in the conventional assessment practices, which is based on memorization and writing of the record. A five-part format authentic assessment model was introduced using the CDIO (Conceive–Design–Implement-Operate) framework and the tasks included single-peripheral, multi-peripheral integration, hex-file reverse engineering, collaborative open-ended experimentation, and the university-required summative test. The results of 67 students who were working with the LPC1768 Cortex-M3 platform were compared using threshold-based and average-based attainment approaches. The findings show poor performance on foundational and multi-peripheral tasks (CO1, CO2), moderate on analytical reverse-engineering tasks (CO3) and high on collaborative and resource-rich tasks (CO4, CO5). The results indicate that the scaffolding of early conceptual and integrative abilities requires more strength, and that real and authentic, design-based assessments induce more learning than memory-driven assessments. The paper provides a replicable framework of improving embedded systems pedagogy by providing outcome-based, practical assessment techniques.