Gauging the Gears: Student Perception of Formative Assessment in Engineering Education

Abstract

Formative assessment (FA) is a cornerstone of effective pedagogy, intended to monitor student learning and provide ongoing feedback. However, its successful implementation in engineering education hinges significantly on student perception and engagement. This paper presents a comprehensive study on the perceptions of undergraduate engineering students towards various formative assessment techniques. It investigates how students perceive the implementation of these methods, the challenges they face, and their preferences for feedback. A mixed-methods approach, employing surveys and focus group discussion, was used to gather data from 100 undergraduate Electronics and Telecommunication Engineering students. The results indicate a generally positive perception of FA, particularly its role in clarifying complex concepts and preparing for summative evaluations. However, significant challenges were identified, including inconsistent implementation by faculty, feedback that is often delayed or lacks actionable details, and increased workload. The study reveals a disconnect between the intended purpose of FA and its practical execution from the students’ viewpoint. Based on these findings, the paper proposes a strategic pathway for educators and institutions to enhance the effectiveness of formative assessment, fostering a more interactive and supportive learning environment in engineering disciplines. This roadmap emphasises faculty training, integration of technology for timely feedback, and co-creation of assessment strategies with students.