Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristine R. Csavina, Arizona State University; Cherrylynne Rochelle Nethken, Arizona State University; Adam R. Carberry, Arizona State University

Tagged Divisions

Design in Engineering Education

Paper ID #17149Assessing Student Understanding of Reflection in Engineering EducationDr. Kristine R. Csavina, Arizona State University Dr. Kristine Csavina is Clinical Assistant Professor in the The Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University, where she is the Associate Director for Engineering Program Innovation. Currently she is the instructor for the senior capstone design experience and active in program improvement for the engineering programs. She is Co-PI on on the CPREE grant; both PIs are active in expanding the practice of reflection in classrooms across the

Conference Session

Best of DEED

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessica A. Kuczenski, Santa Clara University; Erin Susan Araj, Santa Clara University

Tagged Divisions

Design in Engineering Education

 electronically using an electronic portfolio system. Both notebooks were completed as part of a 10­week community­based engineering design course in different quarters. An assessment method was developed to quantify the quality and frequency of particular types of artifacts including visuals, steps of the engineering design process, and reflective elements. Overall, the implementation of the electronic portfolio has largely been successful with clearly visible benefits. In this paper, we report on the results of the assessment process from both types of notebooks, the results from a survey on changes in student skills, and our conclusions.  Introduction An engineering notebook is simply any notebook an engineer uses to record design thoughts and

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ivan Cardoso Monsão, PPGM-UFBA/BiLab-Business and Innovation Lab; Jes Fiais Cerqueira P.E., Federal University of Bahia (Brazil); Augusto Cesar Pinto Loureiro da Costa, Universidade Federal da Bahia; Jose Siqueira Dias, University of Campinas

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Diversity

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Design in Engineering Education

voluntary.The pedagogical theoriesThe pedagogical theories supporting the Para didactic Laboratory activities are: i) constructivismas proposed by Jean Piaget; ii) experiential learning according to David Kolb and John Dewey;iii) reflective learning according to Donald Schön and John Dewey. And as support tools: i) thefour stages of competence of Noel Burch; ii) the theory of Flow created by MihalyCsikszentmihalyi.ConstructivismAccording to Jean Piaget for the process of learning to be efficient it must take into account thecurrent stage of cognitive development of the students and create situations that allow them todevelop new cognitive structures to absorb the knowledge and develop the skills andcompetences required at each stage of their learning

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher R. Saulnier, Massachusetts Institute of Technology; Aikaterini (Katerina) Bagiati P.E., Massachusetts Institute of Technology; John G. Brisson II, Massachusetts Institute of Technology

Tagged Divisions

Design in Engineering Education

environment impacts students’ perception of the engineering design process.Design Based Wilderness Education PedagogyWhen developing a curriculum targeting the engineering design process, the role that design-thinking plays within a design-based learning environment is of particular interest. As describedby Dym et al., design thinking “reflects the complex processes of inquiry and learning thatdesigners perform in a systems context, making decisions as they proceed, often workingcollaboratively on teams in a social process”3. Design thinking has been explored through manyframeworks broadly divided into two paradigms: design as a rational problem solving process,and design as a process of reflection-in-action4. The wilderness environment is

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacqulyn Baughman, Iowa State University; Lesya M. Hassall, Iowa State University; Nadia V. Jaramillo Cherrez, Iowa State University; Mathew Hagge, Iowa State University

Tagged Divisions

Design in Engineering Education

than memorization and copying. Learning how to think, how to self reflect, how to take personal responsibility for learning, and the development of expert problem solving skills are all reasons why this style of teaching is life changing for many students. c American Society for Engineering Education, 2016 WORK IN PROGRESS Flipping Engineering by DesignAbstractIn a flipped mechanical engineering sophomore design course, students engaged with interactiveonline learning modules and follow-up graded quizzes prior to face-to-face hands-oncollaborative sessions. Analysis of the student post-assessment responses demonstrated highcomfort with the

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mark W. Steiner, Rensselaer Polytechnic Institute; Junichi Kanai, Rensselaer Polytechnic Institute

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Diversity

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Design in Engineering Education

given multiple realisticconstraints, much like they would experience after they took their first engineering position 3.Most undergraduate engineering programs have now been through several iterations of theABET 2000 accreditation process, which normally occurs in six-year intervals. After fifteenplus years of functioning under the ABET 2000 criteria it seems appropriate to reflect upon thechanges and consider the results. This paper focuses on a review of the engineering curriculum,an overview of accreditation, the role of capstone in the curriculum and finally a new model forcapstone in relationship to the curriculum. A hierarchical ordering of student outcomes ispresented with examples of possible direct measures.2. Status of the Engineering

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jackson Lyall Autrey, University of Oklahoma; Farrokh Mistree, University of Oklahoma; Zahed Siddique, University of Oklahoma

Tagged Divisions

Design in Engineering Education

comments. In this paper, we cover the salient features of a course AME4163 –Principles of Engineering Design and the findings from an analysis of the learningstatements. In our work we find evidence that students in project-based designcourses are not being evaluated based on the actual learning taking place in thecourse, which we suggest is caused by a discrepancy between typical methods ofinstructor evaluation and the lessons learned by students over the course of aproject. This conclusion is based on our finding that there is no relationshipbetween student submitted learning statements and the grades that they achieved.Consequently, we suggest that the way students in project-based design coursesare evaluated must be changed to reflect

Conference Session

Idea Generation and Creativity in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel P Brown, Northwestern University

Tagged Divisions

Design in Engineering Education

paper is based on Reflective Practice (The ReflectivePractitioner, Donald Schön), both in my approach to prototyping the workshop, and the actualparticipant’s experiences of learning through experience and reflection. I am an inventor withover 30 US Utility patents, and have been teaching the use of patent database searching, as anintegral component of design research for 8 years. Research is an early stage design heuristic andan essential part of the functional-technical process of inquiry for creative projects, especiallythose seeking inventive solutions. This paper is my reflection on seeking to create anintroductory workshop that could evolve into a program for other faculty interested in teachingthe introductory lessons of patent protocol

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

DeLean Tolbert, Purdue University - West Lafayette; Monica E Cardella, Purdue University - West Lafayette

Tagged Divisions

Design in Engineering Education

by exploring the relationshipbetween the number of ideas generated and their respective mathematics and design previousexperiences for first-year engineering students (FYE).Each participant works for three hours as they complete a design of a playground for a fictionalneighborhood (see fig. 1). During the design sessions, the research team observed studentsaccessing different sources of information: their own knowledge and experiences, the internet,and information from requested by the facilitator. The students draw from their own experiencesas they reflect and record the pieces of equipment which they might remember playing on asyouth. Students often say, “What did I play on when I was younger…. Oh that was fun. Yes,they (the fictional

Conference Session

Student Evaluation in Design Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amber N. Lyerly, East Carolina University; Gene Dixon, East Carolina University

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Diversity

Tagged Divisions

Design in Engineering Education

that faculty grades are based on academic achievement and externalgraders are based on project success. These reflect two unique perspectives on the capstoneprocess, which leads to future studies related to what bias affect the scores of faculty andexternal judges.IntroductionEast Carolina University’s Department of Engineering (ECU’s DoE) is a general engineeringprogram offering five discipline specific concentrations. ECU’s DoE has a two semester longSenior Capstone Design program that spans two distinct courses. The first semester requiresstudents to compete a conceptual level design for an industry sponsored project. The secondsemester requires students to complete a detailed design and often requires build/test objectivesbe completed. The

Conference Session

Professional Skills development in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Matthew Cromwell, Utah State University - Engineering Education; Andreas Febrian, Utah State University - Engineering Education

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Diversity

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Design in Engineering Education

self-regulation as “self-generated thoughts, feelings, and behaviorsthat are oriented to attaining goals. Self-regulated individuals are skilled in goal-setting, self-monitoring, self-instruction, and self-reinforcement4 and "habits of mind" and commitment to theideals of reflective thinking, assessment, and learning as an ongoing, lifelong process. Therefore,it naturally follows, that students with good self-regulation are more likely to perform better intheir academic work.5 In this study, a SRL model showing the dynamic and iterative interplay betweenmetacognitive and cognitive activity described in Butler and Cartier’s model was used.6, 7, 8 Inthis model, SRL is characterized as a complex, dynamic, and situated learning process9

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Guannan Liu, Purdue University - West Lafayette; DeLean Tolbert Smith, Purdue University - West Lafayette; John Alexander Mendoza-Garcia, Purdue University - West Lafayette; Anirudh Roshan Sriram, Purdue University - West Lafayette; Monica E. Cardella, Purdue University - West Lafayette

Tagged Divisions

Design in Engineering Education

andfound that experts typically spend more time engaged in problem scoping and gather moreinformation than senior engineering students1 and seniors gathered more information thanfreshman students2. However, information gathering alone does not distinguish experts, fromsenior and first-year engineering students3. Results of previous investigations 4-6 demonstrate thatboth quantity and type of information gathered are indicators of experts and novices qualitywork.Shanteau3 focused on the relationship between information use and expertise and found that theamount of information used does not reflect the designer's’ level of expertise. Rather, it is theevaluation and utilization of the relevant gathered information that differentiates experts fromnon

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel J. Magda, Weber State University

Tagged Divisions

Design in Engineering Education

circle that can begin at any one of the four points. It often begins withan individual moving forward with a particular action and then observing the effect of his or herinvolvement with the action. Reflecting on observations is a precondition for problem-basedlearning. Kolmos and Holgaard7 suggested that this reflection sets up a methodologicalframework for being innovative on the meta-cognitive level for being able to systematicallyimprove individual and organisational learning processes. Following this, the second step is tounderstand these effects in the particular instance, so that if the same action was taken in thesame circumstances, it would be possible to anticipate what would follow from the action. In thispattern, the third step would

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Allen R. White MRSC, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology; Kay C. Dee, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

via exploration of artwork. Students were pairedtogether to play characters provided to them as part of a popular role-playing game with theintent of shortening the development time of the comfort level of students with respect to sharingtheir observations and perspectives as well as enhance the esprit de corps of the class. The role-playing game utilized here is a cooperative game requiring students playing characters withdifferent skills to overcome conceptual and combat challenges. The game was played in a labsection, with modifications to suit it to the purposes of the course. While the game was not thefocus of the work, the comments in the course reflections indicated it was an effective way tofacilitate student interaction and

Conference Session

1st and 2nd Year Instruction in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ruturaj Soman, Florida A&M University/Florida State University ; Nikhil Gupta, Florida State University; Chiang Shih, Florida A&M University/Florida State University

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Diversity

Tagged Divisions

Design in Engineering Education

engineering courses. Most of the SDPs are real-world inspiredprojects, which are externally sponsored by industry and government agencies, and many of themare multidisciplinary in nature involving engineering as well as non-engineering students. Inaddition to carry out these design tasks, they are also required to interact with students in the EDMclass and provide feedback to their junior-level peers while enhancing their skills incommunication and design implementation through reflective learning. Pre and post-class surveysand feedback sessions are conducted to not only gain inputs from students to improve thecoordinated learning process, but also to engage them in self-reflection for continuous learning.The crux of the effort here is to develop an

Conference Session

Idea Generation and Creativity in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Keelin Siomha Leahy, University of Limerick; Seda Yilmaz, Iowa State University; Colleen M. Seifert, University of Michigan; Shanna R. Daly, University of Michigan

Tagged Divisions

Design in Engineering Education

recording. Each instructor wasalso individually interviewed about their experiences. These interviews ranged between 30 to 60minutes. The semi-structured interview protocol focused on following questions: What preparation did you go through for this activity? Individually? With the others? Can you reflect on the experience of introducing the design heuristics to your course? What went well? What didn’t go as well? What would you do differently? What changes did you make between the first and second class session? Why did you make these changes? [note the difference in time and depth of examples/application between the two] How did the students react to this idea generation method? What are the implications for introducing idea

Conference Session

Idea Generation and Creativity in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Keelin Siomha Leahy, University of Limerick; Patricia Mannix-McNamara, Research Centre for Education and Professional Practice

Tagged Divisions

Design in Engineering Education

and consistency in the problemposed. The briefs selected referenced a similar artefact, though outlined differing themes. Thecontrol (a) and experimental (b) briefs implemented entailed; Design and make a mirror; (a) for bathroom setting to hold personal grooming items with a marine theme, (b) for a utility setting to include storage for small personal items to reflect favourite pastime.Implementation of TasksThe participants were arranged in groups of between four and seven students. All instructionsand time guidelines were read aloud to ensure no misconceptions or misunderstandingoccurred. All participants commenced the control design based task; phase one. A periodsubsequent to phase one, all participants

Conference Session

Best of DEED

Collection

2016 ASEE Annual Conference & Exposition

Authors

Steven C. Zemke, Gonzaga University; Diane L. Zemke

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Diversity

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Design in Engineering Education

over 20 years with an emphasis on mechanical packaging of microwave circuitry.Dr. Diane L. Zemke Diane Zemke is an independent researcher and consultant. She holds a Ph.D. in leadership studies from Gonzaga University. Her research interests include teamwork, small group dynamics, dissent, organiza- tional change, and reflective practice. Dr. Zemke has published in the International Journal of Engineering Education, the Journal of Religious Leadership, and various ASEE conference proceedings. She is the author of ”Being Smart about Congregational Change.” c American Society for Engineering Education, 2016 How Students Create Verbal Descriptions of Physical PartsClear and precise

Conference Session

Capstone Design Courses II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marjan Eggermont, University of Calgary; Denis Onen, University of Calgary

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Diversity

Tagged Divisions

Design in Engineering Education

– March – 2016] 5. R. Morris et al., Sustainability by Design: a reflection on the suitability of pedagogic practice in design and engineering courses in the teaching of sustainable design. European Journal of Engineering Education, 32:2, 135-142, 2007.

Conference Session

Professional Skills development in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael Deininger, University of Michigan; Kathleen H. Sienko, University of Michigan; Shanna R. Daly, University of Michigan; Jennifer Chen Lee, University of Michigan

Tagged Divisions

Design in Engineering Education

qualitative research approach was used for this study, and information was gathered fromparticipants through a semi-structured interview format21. This approach provided guidance tothe participants as they reflected on the entirety of their design project while allowing them thefreedom to express their unique experiences and thoughts. Interview questions were designed tospecifically follow the stages of the design process8 and, at times, to target detailed descriptionsof the use of prototypes. These questions helped to elicit information about how the use ofprototypes impacted the design process and how students learned from prototypes.Interview question were developed iteratively. The research team reviewed and refined thequestions several times

Conference Session

1st and 2nd Year Instruction in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cory A. Cooper, United States Air Force; Michael Lawrence Anderson, United States Air Force; Daniel D. Jensen, U.S. Air Force Academy; Joseph M. Fulton, U.S. Air Force Academy; Kristin L. Wood, Singapore University of Technology and Design

Tagged Divisions

Design in Engineering Education

largely experiential course, the capstone can support the inductivelearning style well. The necessary deductive-style teaching of accepted engineering design steps Designettes in Capstone: Characterizing the Impact of Early Design Experiences in Capstone Education with Emphasis on Designette Project Choiceshould be balanced with the inductive learning of the students. The challenge lies in allowingthe experiences of the students’ inductive learning to occur with enough time to reflect and buildtheir cognitive framework.Finally, a look at the Kolb cycle (Figure 1) and its application to the design curriculum andcapstone program could be informative. The Kolb model is characterized by a cycle that beginswith concrete experience, proceeds

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rafael Suero, The Pennsylvania State University; Kathryn W. Jablokow, The Pennsylvania State University; Kevin Charles Helm, The Pennsylvania State University; Wesley Teerlink; Seda Yilmaz, Iowa State University; Shanna R. Daly, University of Michigan; Eli M. Silk, Rutgers, The State University of New Jersey

Tagged Divisions

Design in Engineering Education

that lie at the boundaries of the solution space or connect itwith other tangential solution spaces. They may offer more ideas, not because they are morecapable or have a greater capacity, but because they spend less time checking their ideas againstthe constraints of the problem and may even actively push against those constraints.Efficiency (E): The E sub-factor reflects an individual’s preferred method for managing andorganizing ideas in solving problems. The more adaptive prefer to define problems and theirsolutions carefully, paying closer attention to details and organization, while searchingmethodically for relevant information and solutions. In contrast, the more innovative oftenloosen and/or reframe the definition of a problem before

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shahriar Shamsian, University of Southern California; Gisele Ragusa, University of Southern California; Jeffrey Miller, University of Southern California; Michael Shindler, University of Southern California

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Diversity

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Design in Engineering Education

vehicles.abstractGrowing enrollment numbers in Computer Science programs in schools across thecountry are a reflection of the rapidly growing computer industry over the last fewdecades. Many schools have met the challenge of higher enrollment numbers by addingclasses to address new course content and increasing the sizes of these classes. Whilethe size of the more specialized classes may still be kept at a manageable andreasonable level, the core classes that most university students have to take presentspecial challenges for the administration. Over the last ten years, we have, at differenttimes, tried different approaches and used a variety of different class sizes toaccommodate the higher enrollment numbers for such core classes.Importantly, each approach has

Conference Session

Capstone Design Courses I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Farid Farahmand, Sonoma State University; Kirsten M. Ely, Sonoma State University

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Diversity

Tagged Divisions

Design in Engineering Education

viability [16],[17]. Table 2 lists the four processes as well as how they fit within the structure of the capstoneand the learning outcomes they deliver. The Creative Idea Process addresses both creativeideation and team development. The Customer Discovery Process and the Client ValidationProcess address meeting customer needs at different stages of product development.Commercial viability is addressed in the process of the same name.Experiential learning has four phases: the concept, the application expectations, the experience,and reflection on the three prior phases [26]. We designed the implementation of each process tosatisfy pedagogical scaffolding that supports these phases of experiential learning without takingsignificant time or resources

Conference Session

Capstone Design Courses I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lisa M. Del Torto, Northwestern University; Bruce Ankenman, Northwestern University; Stacy Benjamin, Northwestern University; Trevor Harty, Northwestern University; Penny L. Hirsch, Northwestern University

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Diversity

Tagged Divisions

Design in Engineering Education

bybeing involved with design. All of the faculty/staff interviews were audio recorded, and fourwere transcribed and coded for key insights.iThese insights were then used to develop a pair of surveys to gather feedback from students whohad been involved in the Design Certificate Program and DFA: one survey for alumni and onefor current undergraduates. The surveys were essentially identical in the sections that collecteddemographic information, the students’ experiences with design, and what benefits they felt theyhad received from design at Northwestern, but the alumni survey also included a section thatasked alumni to reflect on the skills they gained from being involved with these design programsand how their design experiences affected their

Conference Session

Professional Skills development in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elizabeth Schmitt, Florida Institute of Technology; Elisabeth Kames, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology; Ted A. Conway, Florida Institute of Technology

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Diversity

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Design in Engineering Education

wherestudents may be of different demographics than those they will ultimately design for. Upongraduation, students will be expected to design solutions for handicapped or elderly individualswho are from a completely different background 3,29.Within the context of engineering design, the term “empathetic design” has emerged as animmersive design experience meant to help designers understand the needs of the end-user.Empathetic design is defined by Battarbee 30 as the ability of an engineer to immerse themselvesin the lives, environments, attitudes, experiences, and dreams of end users. Further, thisimmersive experience should be reflected in the design requirements 31. This experience is oftenrecommended in various user-centered design

Conference Session

Maker Spaces within the University

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meredith Frances Penney, James Madison University; James Deverell Watkins; Bryan Levy, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Wendy C Newstetter, Georgia Institute of Technology; Kimberly Grau Talley P.E., Texas State University, San Marcos; Shaunna Fultz Smith, Texas State University, San Marcos

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Diversity

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Design in Engineering Education

spaces; is it the same or different?Our studyThis research project is investigating three very different universities with engineering programsthat have embraced the maker culture: University B, University A, and University C. Each ofthe spaces are different, reflecting the differences in the institutions. University B is first andforemost a technological institute with the majority of undergraduates majoring in engineering.Its maker space, housed within the Department of Mechanical Engineering, is operated by a 70person team comprising of 65 undergraduate volunteers and 5 non-student members. The makerspace comprises five rooms totaling 2,500 square feet that includes a rapid prototyping suitewith six 3D printers having various material

Conference Session

1st and 2nd Year Instruction in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan - Flint

Tagged Divisions

Design in Engineering Education

University 44 6 Total 77 17 Percentage 81.91% 18.09% Male Female Figure 2: Distribution of Male and Female StudentsData AnalysisStatistical analysis was performed using an independent sample t-test to determine themean values of all five categories of survey questions using SPSS22 software20. Theindependent t- test was used to evaluate the three different hypotheses listed in theprevious section. A t-test’s statistical significance indicates whether or not the differencebetween two groups’ averages most likely reflects a “real” difference in the populationfrom which the groups were sampled.Results and DiscussionDescriptive

Conference Session

Student Evaluation in Design Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Krista M Kecskemety, Ohio State University; Bob Rhoads, Ohio State University; Clifford A. Whitfield, Ohio State University; Jacob T. Allenstein, Ohio State University

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Diversity

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Design in Engineering Education

Lifelong Learning Characteristics 1 Relate academic learning to practical issues 2 Engage in self-direction and self-reflection in job performance 3 Locate information to complete engineering projects 4 Adapt learning/problem solving strategies to solve open-ended problems 5 Meet deadlines 6 Manage time in an effective manner 7 Take responsibility for seeking informationResults and DiscussionAdvisor Survey ParticipantsThe survey was distributed to 13 former faculty advisors who had worked with the programduring the period 2013-2015. Out of the 13 advisors, 11 completed the survey. While thissample size is small, in the history of the program there has only been

Conference Session

Student Evaluation in Design Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sivachandran Chandrasekaran P.E., Deakin University; Riyadh Ibrahim Al-Ameri, Deakin University

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Diversity

Tagged Divisions

Design in Engineering Education

regulateaspects of analysing, rethinking and actively engaging in learning. Graham Gibbs[7] revealedthat the quality of education is based on focus of aligning learning outcomes and theirassessment. Studies show that the teaching does not attract students rather they are influencedby assessment practices.Sally Brown[8] discusses and recommends ‘fit for purpose’ assessment practicing enableevaluation of the extent to which learners learnt and demonstrate their learning. The Authormentions that, academics need to consider the best time to assess the students. In many cases,assessment should be focused on students’ achievement through evidences. It is worth toconsider student centred assessment that reflects student centred curriculum. The students arenot