Transforming Embedded Systems Design Course: GenAI-empowered CDIO-based Authentic Assessment with Challenge-Based Learning

Traditional assessment methods, such as written exams and programming assignments, often inadequate in evaluating the diverse competencies required for real-world embedded systems engineering. This paper presents the design of an innovative assessment framework for a Year 3 Embedded Systems Design course in a four-year engineering programme. The framework integrates Generative Artificial Intelligence (GenAI) tools within a CDIO-based Authentic Assessment (AA) framework with Challenge-Based Learning (CBL). It emphasises group-based, open-ended projects that address complex, real-world challenges, encouraging students to apply and extend their knowledge beyond the course syllabus. Central to our framework is the integration of GenAI tools, enabling students to acquire new knowledge, evaluate design options, assist with implementation, troubleshoot issues, and optimise performance, fostering active learning and higher-order skills such as critical thinking, problem-solving, and creativity. The assessment strategy holistically evaluates both project processes and outcomes, incorporating peer assessments to reflect individual contributions. It employs iterative tasks with feedback, reflective activities, and clear criteria to assess technical proficiency, collaboration, and practical application of knowledge. Aligned with Bloom’s Taxonomy, the framework progressively develops students’ cognitive skills from foundational understanding to higher-order synthesis and evaluation. By immersing students in real-world challenges, this framework equips them with essential professional skills and prepares them for industry demands, fostering lifelong learning and adaptability in modern engineering contexts.