Abstract
Embedded systems courses are typically taught with a heavy emphasis on laboratory experience using sophisticated software development tools. There is a considerable mismatch between practical and theoretical knowledge associated with a steep initial learning curve, leading to an initial bi-modal grade distribution. We introduce a self-assessment philosophy to enable the students to use a process improvement technique in order to better understand how to connect their theoretical and applied knowledge, and identify areas for improvement. Students were found to over-estimate their performance early in the semester; a tendency that was considerably corrected by the term’s end. We evaluate student performance on a number of course components using student self-analysis during final exam questions, as well as progress throughout the term exams.
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