Enhancing Equity in Assessment: A Pilot Study on Inclusive Feedback Practices in Engineering Education

This study examines the impact of inclusive feedback practices on the academic performance and engagement of first-year Mechanical Engineering students in a cohort of 113. A convergent parallel mixed-methods design was employed, integrating quantitative analysis of assessment outcomes with qualitative insights gathered from surveys and interviews. Results indicated a 13.2% improvement in class performance, with particularly significant benefits observed for students with learning disabilities and English as a Second Language (ESL) learners. Engagement metrics, including assignment submissions and class participation, also demonstrated an upward trend. Key strategies included personalized feedback utilizing rubrics, visual aids, one-on-one sessions, and peer feedback activities, all tailored to accommodate diverse student needs. Challenges such as time constraints and initial resistance to peer feedback were addressed through structured training and feedback cycles. These findings highlight the potential of inclusive feedback practices to promote equity in diverse classroom settings. Recommendations include the adoption of multi-modal feedback, the leveraging of technology, and further research into the long-term effects and scalability of these practices across various disciplines.