Alternative Assessment for Enhancing Complex Problem-Solving Skills in Mechanical System Design Course

Abstract

Traditional assessment methods in engineering education, such as exam-based evaluations, often fail to adequately measure complex problem-solving skills and practical application of knowledge, necessitating the exploration of innovative assessment approaches. This paper introduces the Constructive-Teamwork-Experiential-Presentation (CTEP), an alternative assessment approach applied in the Mechanical System Design course (ENT348) for undergraduate mechanical engineering students. The CTEP model is tailored to enhance complex problem-solving (CPS) abilities and engage students in complex engineering activities (CEA). It aligns with the 2020 standards of the Engineering Accreditation Council (EAC) and the Malaysian Qualifications Framework (MQF) 2.0, specifically addressing Programme Outcomes (PO) 3 (Design) and PO10 (Communication). Over four academic terms, this model incorporated interactive design tasks, collaborative teamwork, simulation exercises, and student presentations. The findings indicate notable improvements in achieving PO3 and PO10, with average attainment rates rising to 80% and 78%, respectively. Beyond academic achievements, the model also supported the development of essential skills such as creativity, collaboration, and effective communication. Challenges related to time management and limited resources were mitigated through guided supervision and institutional backing. Future studies aim to evaluate the potential of extending the CTEP model to other engineering disciplines.