Saha, P. (2024, March), Advancing Engineering Education with a Comprehensive and Continuous Course Assessment Framework   Paper presented at 2024 ASEE North Central Section Conference, Kalamazoo, Michigan. 10.18260/1-2--45595

\bibitem{asee_peer_45595}
  Saha, P. (2024, March), \emph{Advancing Engineering Education with a Comprehensive and Continuous Course Assessment Framework }
  Paper presented at 2024 ASEE North Central Section Conference, Kalamazoo, Michigan.
  10.18260/1-2--45595

Promothes Saha.  "Advancing Engineering Education with a Comprehensive and Continuous Course Assessment Framework ".  2024 ASEE North Central Section Conference, Kalamazoo, Michigan, 2024, March.  ASEE Conferences, 2024.  https://peer.asee.org/45595 Internet.  18 May, 2024

\bibitem{asee_peer_45595}
  Promothes Saha.
  "Advancing Engineering Education with a Comprehensive and Continuous Course Assessment Framework ".
  \emph{2024 ASEE North Central Section Conference, Kalamazoo, Michigan, 2024, March}.
  ASEE Conferences, 2024.
  https://peer.asee.org/45595 Internet.  18 May, 2024

@INPROCEEDINGS{asee_peer_45595
author = "Promothes Saha"
title = "Advancing Engineering Education with a Comprehensive and Continuous Course Assessment Framework "
booktitle = "2024 ASEE North Central Section Conference"
year = "2024"
month = "March"
address = "Kalamazoo, Michigan"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/45595}
number = {10.18260/1-2--45595}
}

TY  - CPAPER
AB  - Course assessment plays a crucial role in engineering education, offering valuable insights into student progress and course effectiveness. Traditional course assessment methods, which primarily rely on end-of-semester evaluations, provide feedback only after the course has concluded, hindering opportunities for timely adjustments to improve student learning in the current semester. In response, this paper proposes a comprehensive course assessment framework that commences from the semester's start, aiming to achieve the desired outcomes by its end. This framework prioritizes formative assessment, providing continuous feedback to students throughout the learning process, enabling them to identify and address areas of weakness promptly. Formative assessments can be implemented in various forms, including quizzes, homework, and in-class activities. While summative assessment remains an essential component of the proposed framework, it is utilized to gauge student learning at the conclusion of each unit, midterm, and final exams. This approach allows for a more comprehensive evaluation of student achievement against course objectives and facilitates the identification of areas for course improvement. Additionally, the framework emphasizes deeper comprehension and application of concepts, moving beyond memorization and recall. 

The proposed course assessment framework offers several advantages over traditional methods. Firstly, it provides ongoing feedback to students, enabling them to address shortcomings early in the learning process. Secondly, it prioritizes deeper understanding and application of concepts, fostering a more meaningful learning experience. Lastly, it provides a more holistic view of student learning by incorporating both formative and summative assessments. 

While the proposed framework can be implemented across a wide range of engineering courses, tailoring it to the specific needs of the course and the students is crucial. 
AU  - Promothes Saha
CY  - Kalamazoo, Michigan
DA  - 2024/03/22
PB  - ASEE Conferences
TI  - Advancing Engineering Education with a Comprehensive and Continuous Course Assessment Framework 
UR  - https://peer.asee.org/45595
DO  - 10.18260/1-2--45595
ER  -