ASSESSING COMPETENCIES IN ENGINEERING DESIGN EDUCATION WITH AUTOMATIC EVALUABLE EXAM TASKS

The possibility of automatic evaluation in online exams offers the advantage of automatic evaluation compared to paper-based exams with manual assessment. Nevertheless, teachers and students have major concerns about digital exams e.g. automatic evaluable question types are easier for students, because they can guess or recognize the answer without knowing it. To analyse these concerns for Engineering Design Education this paper investigates to what extent can be found differences in the results between digital and paper-based examination formats when assessing the same learning outcomes. For three courses, the analysed data contains one data set of a paper-based examination with mostly open questions and rather big complex tasks one data set with results from several small automatic evaluable tasks for the same learning outcome per course. Based on the analysis, the paper discusses provides recommendations for automatic evaluable exam tasks in Engineering Design Education.