RESTRUCTURING TEST AND ASSIGNMENT WEIGHTAGE: THE ROLE OF ASSIGNMENT EMPHASIS IN REDUCING FAILURE RATES IN SOIL ENGINEERING COURSE

Atiqah Najwa Zainuddin, Diana Che Lat, Nadia Zalikha Saifullizam, Mohamed Khatif Tawaf Mohamed Yusof, Siti Nur Aishah Mohd Noor, Nur Syazwani Noor Rodi, Hairol Anuar Haron

Abstract


This study aims to evaluate the effects of revised assessment strategies on student performance in the Soil Engineering course (ECG353), which is offered to Diploma in Civil Engineering students at Universiti Teknologi MARA (UiTM). ECG353 is a crucial course; however, it experienced high failure rates, reaching 37.5% in Semester 20224. As a result, a significant revision of its assessment approach was implemented in Semester 20244. The assignment weightage was increased from 10% to 20%, and the test component was reduced from 30% to 20% while maintaining consistent teaching methods and syllabus content.  This quantitative, descriptive research analysed grade distributions and Program Outcome (PO) attainment across three semesters (20224, 20234, 20244) involving a total of 513 students. The finding of the current study shows a significant improvement in academic performance and an obvious reduction in failure rates during Semester 20244, corresponding with the revised assessment structure. The increased focus on formative assessment in the form of assignments improved the levels of achievement of PO1/CO1 (application of technical knowledge) and PO3/CO2 (problem-solving skills) from the corresponding level of 50% in semester 20224 to 65% in 20244. The findings indicate that continuous assignment-based assessments encourage deeper learning, alleviate exam-time anxiety, and create inclusive pathways towards academic success.

Keywords


Soil Engineering; Assessment; Assignment; Failure Rate; Problem Solving

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References


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