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Assessment practices in higher education, particularly in the field of civil engineering, play a crucial role in evaluating student learning and preparing them for professional careers. This study explores the evolution of assessment techniques amidst the backdrop of digital transformation accelerated by the COVID-19 pandemic. Focusing on undergraduate modules at the University of KwaZulu-Natal (UKZN), this research evaluates both traditional and newly developed electronic assessment methods. By aligning these methods with key assessment principles, the study identifies best practices, gaps, and areas for improvement. The assessment landscape in civil engineering education encompasses a blend of formative and summative approaches. Formative assessments, facilitated through online platforms, include quizzes, peer assessments, and virtual practical demonstrations, enabling continuous feedback and enhancing student engagement. Summative assessments, traditionally conducted through final examinations and projects, provide a holistic measure of student achievement. The study underscores the importance of validity, purposefulness, reliability, acceptability, efficiency, and timeliness as essential principles guiding assessment practices. By examining the implementation of these principles, the research aims to contribute to educational innovation and quality assurance in higher education. It advocates for leveraging digital tools to enhance learning experiences and improve assessment outcomes, thereby fostering a robust educational environment conducive to student success and professional readiness in civil engineering.

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Assessment Methods in Civil Engineering Undergraduate Education: Evaluating Traditional and Electronic Approaches in South Africa and Their Alignment with Assessment Principles

  • 会议论文

  • 发表日期：

    2025年

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  • Katelyn A. Johnson

摘要

Assessment practices in higher education, particularly in the field of civil engineering, play a crucial role in evaluating student learning and preparing them for professional careers. This study explores the evolution of assessment techniques amidst the backdrop of digital transformation accelerated by the COVID-19 pandemic. Focusing on undergraduate modules at the University of KwaZulu-Natal (UKZN), this research evaluates both traditional and newly developed electronic assessment methods. By aligning these methods with key assessment principles, the study identifies best practices, gaps, and areas for improvement. The assessment landscape in civil engineering education encompasses a blend of formative and summative approaches. Formative assessments, facilitated through online platforms, include quizzes, peer assessments, and virtual practical demonstrations, enabling continuous feedback and enhancing student engagement. Summative assessments, traditionally conducted through final examinations and projects, provide a holistic measure of student achievement. The study underscores the importance of validity, purposefulness, reliability, acceptability, efficiency, and timeliness as essential principles guiding assessment practices. By examining the implementation of these principles, the research aims to contribute to educational innovation and quality assurance in higher education. It advocates for leveraging digital tools to enhance learning experiences and improve assessment outcomes, thereby fostering a robust educational environment conducive to student success and professional readiness in civil engineering.