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Leveraging the Force of Formative Assessment and Feedback for Effective Engineering Education

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Alternatives to Traditional Assessment

Tagged Division

Educational Research and Methods

Tagged Topic

Diversity

Page Count

25

DOI

10.18260/1-2--34923

Permanent URL

https://peer.asee.org/34923

Download Count

222

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Paper Authors

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Junaid Qadir Information Technology University, Lahore, Pakistan

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Junaid Qadir is an Associate Professor at the Information Technology University (ITU)—Punjab, Lahore since December 2015, where he directs the ICTD; Human Development; Systems; Big Data Analytics; Networks (IHSAN) Research Lab. His primary research interests are in the areas of computer systems and networking, applied machine learning, using ICT for development (ICT4D); and engineering education. He is the author of more than 100 peer-reviewed research papers that have been published at various top conferences and journals. He currently serves as the Chairperson of the Electrical Engineering department at ITU. He was awarded the HEC Best University Teacher Award, the highest national teaching award in Pakistan, in 2012. He is a senior member of IEEE. He is an ACM Distinguished Speaker for a three-year term starting 2020 and an ACM Senior Member.

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Abd-Elhamid M. Taha Alfaisal University

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Abd-Elhamid M. Taha is an Assistant Professor of Electrical Engineering At Alfaisal University. His research spans radio resource
management, Internet of Things (IoT) services, and modeling in networked cyber-physical systems. Abd-Elhamid is a senior member of the IEEE, and a recipient of the Natural Sciences and Engineering Research Council (NSERC) Early Career Researcher Award as well as several awards at Alfaisal University for distinction in teaching and research.

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Kok-Lim Alvin Yau Sunway University

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KoK-Lim Alvin Yau received the B.Eng. degree (Hons.) in Electrical and Electronics Engineering from Universiti Teknologi Petronas, Malaysia, in 2005, the M.Sc. degree in Electrical Engineering from the National University of Singapore in 2007, and the Ph.D. degree in Network Engineering from the Victoria University of Wellington, New Zealand, in 2010. He is currently a Professor with the Department of Computing and Information Systems, Sunway University, Malaysia. He teaches Computing subjects and has received numerous University Excellence in Teaching Awards based on student evaluation surveys over the years since joining academia in 2011. He was nominated by the University to conduct outcome-based education (OBE) workshop. He manages the PhD in Computing programme and has been implementing OBE to design curriculum and courses, contributing to its successful accreditation. He serves as a panellist in the accreditation of various programmes and courses. He publishes research works in the areas of applied artificial intelligence, networking, as well as information and communications technology in education.

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João Ponciano University of Glasgow Orcid 16x16 orcid.org/0000-0002-8411-8617

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Eur. Ing. Dr. João Ponciano (CPE, LLB (Hons), M.Eng (Hons) , M.A. (Distinction), PhD, FIET, C.Eng, MBCS, CITP, SFHEA, MIEEE, FinstLM) started his career as a researcher for the International Organisation for Nuclear Research (CERN) in Geneva, working on the West Area Neutrino Facility and North Area 48. Since then João has held several positions in teaching and management in higher education at institutions across the UK, Middle East, Africa and Asia. At Leeds Becket University, João specialised in teaching Mobile and Fixed Networking Technologies and introduced compendium-based teaching practices and led the design and implementation of the first Mobile and Distributed Computer Networks postgraduate course in UK.

João authored and managed a European Social Fund Project in Women in Engineering contributing to widening participation and inclusion of women engineers, developed and ran world-class innovative academic practice methods in Career Development, Employability and designed and managed staff workload models.

Since 2014, João developed and led transnational education partnerships in several countries in south East Asia and led a group of institutions under the group Star Education based in Singapore as Executive Dean and Senior Vice President. His management and leadership practices have warranted João the grade of Fellow of the Institute of Leadership and Management. In the UAE João led the review of all of the University of Wollongong’s Dubai educational policies and procedures for accreditation under the Commission for Academic Accreditation (CAA) of the Ministry of Education (MoE).

João’s has held public office as chairman of the Institution of Engineering and Technology in Greater Manchester, UK and been an international accreditor and panel chair under the Accreditation of Higher Education Programmes – Engineering Council UK. João has also held role as an Associate of the Higher Education Academy promoting and ensuring the professional standards and guidelines for higher education providers and leaders across the UK Higher Education Institutions.

João has published in the areas of educational practice, in particular employability and career development. He is an editorial board member of two international journals in the area of wireless and computer networks and consumer electronics.

João’s achievements in academic practice have conferred him the grade of Senior Fellow of the Higher Education Academy.

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Sajjad Hussain University of Glasgow

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Sajjad Hussain is a Lecturer in Electronics and Electrical Engineering at the University of Glasgow, UK. He has served previously at Electrical Engineering Department, Capital University of Science and Technology (CUST), Islamabad, Pakistan as Associate Professor. Sajjad Hussain did his masters in Wireless Communications in 2006 from Supelec, Gif-sur-Yvette and PhD in Signal Processing and Communications in 2009 from University of Rennes 1, Rennes, France. His research interests include 5G self-organizing networks, industrial wireless sensor networks and machine learning for wireless communications. Sajjad Hussain is a senior member IEEE and fellow Higher Education Academy.

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Ala Al-Fuqaha Hamad Bin Khalifa University Orcid 16x16 orcid.org/0000-0002-0903-1204

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Ala Al-Fuqaha received Ph.D. degree in Computer Engineering and Networking from the University of Missouri-Kansas City, Kansas City. He is Professor at Hamad Bin Khalifa University. His research interests include the use of machine learning in general and deep learning in particular in support of the data-driven and self-driven management of large-scale deployments of IoT and smart city infrastructure and services, Wireless Vehicular Networks (VANETs), cooperation and spectrum access etiquette in cognitive radio networks, and management and planning of software defined networks (SDN). He is an ABET Program Evaluator (PEV) with the Computing Accreditation Commission (CAC). He served on many academic program design, review and planning efforts. He serves on editorial boards of multiple journals including IEEE Communications Letter and IEEE Network Magazine. He also served as chair, co-chair, and technical program committee member of multiple international conferences including IEEE VTC, IEEE Globecom, IEEE ICC, and IWCMC.

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Muhammad Ali Imran P.E. University of Glasgow Orcid 16x16 orcid.org/0000-0003-4743-9136

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Muhammad Ali Imran (M'03, SM'12) Fellow IET, Senior Member IEEE, Senior Fellow HEA is a Professor of Wireless Communication Systems with research interests in self organised networks, wireless networked control systems and the wireless sensor systems. He heads the Communications, Sensing and Imaging CSI research group at University of Glasgow and is the Dean University of Glasgow, UESTC. He is an Affiliate Professor at the University of Oklahoma, USA and a visiting Professor at 5G Innovation Centre, University of Surrey, UK. He has over 20 years of combined academic and industry experience with several leading roles in multi-million pounds funded projects. He has filed 15 patents; has authored/co-authored over 400 journal and conference publications; was editor of 7 books and author of more than 30 book chapters; has successfully supervised over 40 postgraduate students at Doctoral level. He has been a consultant to international projects and local companies in the area of self-organised networks. He has been interviewed by BBC, Scottish television and many radio channels on the topic of 5G technology.

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Abstract

In recent years, there has been a fundamental shift in engineering education from an emphasis on covering content to a student-centric focus on ensuring the attainment of learning outcomes. To ensure attainment of the educational objectives, engineering education thought leaders have highlighted the importance of the development of effective authentic assessment schemes appropriate for the 21st century, and the alignment of assessment and instructional efforts with the planned learning objectives and outcomes. Our focus in this paper is on the use of formative assessment (also called assessment for learning) for engineering education. With formative assessment, an assessment is made of the current learning level and then pertinent feedback is provided to both the student and to the instructor so that they can take concrete steps to facilitate learning improvement. This is in contrast with the ubiquitous summative feedback (assessment ``of'' learning)---in which the main aim is to grade or rank the student by ascertaining their current learning level without really giving them concrete advice on what to do next to improve learning performance. The use of formative assessment can transform students' performance by empowering them with particularly potent ``self-assessment’’ skills through which students become more aware of their learning and know what is it that they should do next (i.e., they become ``self-directed”.) Formative assessment is equally useful for the teaching staff—by helping them know their impact and tailor the instructional strategy and try to personalize their pedagogy to the individual needs of the students. The main contributions of our paper are that we review the rich literature on formative assessment and effective feedback and synthesize insights that are relevant for engineering education.

Qadir, J., & Taha, A. M., & Yau, K. A., & Ponciano, J., & Hussain, S., & Al-Fuqaha, A., & Imran, M. A. (2020, June), Leveraging the Force of Formative Assessment and Feedback for Effective Engineering Education Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34923

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