Authentic assessments in civil engineering design coursework: the use of video assessments for technical calculations

Davies, Aled W. ORCID: https://orcid.org/0009-0008-9972-117X 2025. Authentic assessments in civil engineering design coursework: the use of video assessments for technical calculations. Presented at: EERN 2025 Symposium, Manchester, UK, 3-4 July 2025. Published in: Brooks, James ed. Proceedings UK and Ireland Engineering Education Research Network Annual Symposium 2025. pp. 17-27.

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Abstract

The landscape of engineering education is evolving to prioritize not only technical proficiency but also communication, critical thinking, and real-world problem-solving. Authentic assessments, which simulate the complexities and contexts of professional practice, have gained traction as a pedagogical tool. Traditional written problem-solving formats, while effective in evaluating analytical rigor, often fail to assess students’ ability to demonstrate technical understanding and reasoning, essential skills in professional engineering contexts. Well-constructed video-based assessments require students to demonstrate their technical understanding, present their reasoning, and reflect on their design choices, essential capabilities for professional engineers. Drawing on constructivist learning theory and multimedia learning principles, video assessments can develop and demonstrate deeper learning, foster metacognition, and promote graduate attributes such as communication, ethical responsibility, and problem-solving. This review outlines how video assessments were delivered over the past few years in a Level 6 problem-based design coursework module having a large student cohort of circa 150. A new ‘show and tell’ video assessment required students to individually explain technical engineering content normally provided through written design calculations via a video presentation. Students were asked to present their work and narrate their understanding of what they had done and why. By engaging in real-world tasks and demonstrating their understanding through video assessments, students not only evidence meeting higher level module learning outcomes but also develop valuable skills in communication, critical thinking, and creativity. The review concludes that video-based authentic assessments are a viable and impactful tool in civil engineering education, particularly when scaffolded effectively and aligned with learning outcomes. Best practice recommendations include preparation tips, avoiding common pitfalls, managing student expectations, while guiding students to comprehend higher learning outcomes for deeper learning.

Item Type:	Conference or Workshop Item - published (Paper)
Status:	Published
Schools:	Schools > Engineering
Related URLs:	https://doi.org/10.71535/f5dfe8de-1b80-4...
Date of First Compliant Deposit:	8 April 2026
Last Modified:	08 Apr 2026 09:38
URI:	https://orca.cardiff.ac.uk/id/eprint/186256

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