Abstract
ABSTRACT Over recent decades, literature on assessment in higher education has intensified generating a wealth of frameworks to inform practice. Generic frameworks for assessment practice are sometimes perceived as missing subject-specific considerations. This literature review proposes to (a) map the current landscape of assessment in engineering education and to (b) help drive the field forwards by identifying elements of assessment that require discipline-specific consideration as a foundation to formulate good practice. Sources were identified using a broad set of keywords related to assessment in engineering education. Inclusion criteria considered papers about university-level education and were published, in English, between 2012 and 2018. The review establishes that much literature has focused on design, accreditation and marking with much less literature on key concerns in practice such as workplace assessment, student engagement and programme level design. Based on the results, recommendations are made for research areas where greater focus is needed to advance further engineering specific insights.
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