Exploring the social aspects of assessment practices in an engineering context

Abstract

Assessment is a powerful mechanism to leverage student learning and develop skills and practices that prepare students for the world of work. By extension, assessment can also play a critical role in creating learning contexts that are inclusive, responsive, and transformative. This paper draws on findings from a student survey, lecturer interviews, and student focus groups, conducted in an engineering school in South Africa, that provide a rich picture of the interaction between lecturer intentions, assessment practices, student experiences, and how these influence student intentions, actions, and ultimately learning. The findings presented in this paper focus on the social themes that emerged, highlighting the social nature of assessment practices and the role that these play in student identity, confidence, and engagement. The importance of a purposeful and holistically aligned assessment strategy is highlighted through several social themes, including the fairness and relevance of assessment tasks, feedback and relationships between lecturers and students, group work, the formation of social networks and community, and opportunities for including students as partners in assessment practices. The study reveals that a more collaborative and collectivist approach to assessment is needed. This is a significant finding that provides valuable insights that can be used to transform assessment practices, enhance student success, and facilitate social justice.