Enhancing Learning of Engineering Students Through Self-Assessment

This paper presents an innovative assessment paradigm that enhances student learning through self-assessment. The paradigm was implemented in a senior-level civil engineering design course. It engages students in formal assessment tasks that contribute to their academic results. The impact of employing this innovation on students' learning gain and relative improvement was derived by comparing their score before and after the self-assessment and monitoring their academic performance throughout the semester. Engaging students in formal assessment tasks through self-assessment improved their academic results. The relative improvement of students increased as the time progressed throughout the semester. Students' feedback confirmed the effectiveness of the proposed paradigm to improve their understanding of course topics and to develop their independent judgment and autonomy.