Embedded Formative Assessment in the Undergraduate Engineering Classroom

Abstract

This paper first provides an overview of the pedagogical role of formative assessment in the undergraduate engineering classroom. In the last decade, technology-facilitated implementation of the collection and analysis of student responses has reduced the clerical burden on educators, making the practice more widespread. We discuss some of the reasons why this practice may not have yet reached its full potential in undergraduate engineering classrooms, as well as some available solutions.