Diversifying Assessment Approaches: A Success Story of Assessing Microcontroller and Embedded Systems

Abstract

As a result of the incorporation of technology, engineering graduates must possess the ability to tackle complex problems, utilize information and communication technology (ICT) tools, and develop a lifelong learning, all of which are expected outcomes of the programs. In order to focus on analyzing, evaluating, and creating, Bloom's higher-order thinking skills have required changes in both teaching methods and assessment methods. The Microcontroller and Embedded System (MES) course covers a broad range of applications and necessitates the practical implementation of hardware design, software development, and the integration of software with hardware. This involves utilizing a variety of tools such as editors, compilers, and debuggers. In this case study, Project-based learning, product-based learning, and open book examinations are utilized as separate methods to examine difficulties and achieve higher degrees of learning. The paper presents a diversified assessment approach, including evaluation through hands-on workshop and practical sessions, continuous evaluation through logical tests, project-based learning focusing on societal problems, and open book exams allowing prompt solutions by referencing various materials. The effectiveness of various assessment approaches is determined by the enhancement of outcomes, improvement in feedback, and startup funding for the product.