Abstract:

End-of-semester exams have long been a standard method for assessing student learning, but they often pose significant challenges, especially in applied fields like geotechnical engineering. Many students perform well throughout the semester in coursework and smaller assessments but struggle with high-stakes final exams, which may not fully capture their understanding or practical skills. To address this, the Department of Civil Engineering at Unitec Institute of Technology introduced a non-exam assessment model in Semester 1, 2024, for the Geotechnical Engineering 1 course. This new approach replaced traditional exams with a series of smaller, lower-stakes assessments, including regular online tests, major projects and practical evaluations. The goal was to offer students more frequent feedback, encourage continuous learning and create a more engaging and supportive academic experience. Designed to better align with the hands-on nature of geotechnical engineering, this assessment model integrates fieldwork, laboratory activities, and project-based evaluations. Online tests, held every two to three weeks, help students stay on track by focusing on specific topics, while projects combine individual and group tasks to develop both technical and analytical skills. Additionally, practical tests allow students to apply theoretical knowledge to real-world engineering scenarios, ensuring that assessment is not just about memorisation but also about problem-solving and hands-on application. Early results show notable improvements in student performance and engagement compared to previous semesters. The course completion rate increased significantly, reaching 88%, a major improvement over prior semesters where exam-related failures had been a key issue. Student feedback highlights several benefits of the new approach, including reduced stress from final exams, better retention of course material due to continuous assessment and increased participation in class activities. Many students also reported feeling more accountable in group projects, as structured interviews were introduced to evaluate individual contributions fairly. This study demonstrates that moving away from traditional final exams in favour of continuous, multi-format assessment can enhance student learning and success in engineering education. By incorporating frequent, targeted tests and hands-on evaluations, students develop a deeper understanding of key concepts and essential skills relevant to their future careers. The findings suggest that a non-exam assessment model could be a sustainable and effective strategy for improving academic performance and engagement. Future research will focus on further refining the approach, addressing student workload challenges, and evaluating its long-term impact on retention and progression in engineering programs.

Keywords:

Alternative assessment methods, competency-based learning, engineering education, geotechnical engineering, non-exam assessment, practical learning, project-based learning, student performance.