Blended Method Of Assessment Leads To Successful Evaluation Of Engineering Faculty Students At A Sri Lankan University

Study was carried out at General Sir John Kotelawala Defence University, Sri Lanka. this study was done at the Faculty of Engineering. A course outline containing these details is given to the students at the beginning of the semester. Relative weights of the mark allocations for this module are 70% for end semester examination as written examination and 30% for continuous assignments. There were 150 students at one single batch and 30% continuous assessment was converted for one group as paper based and other group breakdown for two in class online virtual assessment and a group practical where it can be done online for online and another group physically. We observed that students who split assessment perform extremely well and got higher scores gives the significant difference. Stress level also minimal level when compared to physical examination. We have introduced distribution of marks in a table with the module content to student at the beginning of the lecture series. It helps students to identify their targets and the type of assessments. Further, use of formative assessment in this manner provides several numbers of opportunities for improvements. Student can identify their weaknesses and area for improvement with this way of assessment.