Assignment and Project Activity Based Learning Systems as an Alternative to Continuous Internal Assessment

A very important aspect of engineering education is continuous assessment of students' performance. The assessment process in engineering education should be continuous, objective, corrective, providing inbuilt mentoring, sufficiently fast so that the corrective feedback is available to the students without much delay, while simultaneously improvising the innovativeness and creativity of the students. The process at the same time, should not be too taxing in terms of time, effort and fatigue level of the faculties. From a very long time, internal tests have been the primary assessment tool for continuous assessment. These examinations are usually quite frequent in nature, discourage the students to undertake deeper studies, cause a great discontinuity in the teaching-learning process, do not provide the real-time corrective mechanism and are too taxing to the faculties, making the joyful teaching-learning activity greatly monotonous and tiresome. We have attempted and successfully developed a Continuous Assignments and Project Activity Based Learning and Examination (CAPABLE) System, and also used with many successive batches of an Undergraduate Engineering/Technology program over certain subjects, as a beginning trial for evaluating it as an alternative assessment scheme. We present here this method with its very encouraging documented results as an interesting case study.

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