Comparing Two Authentic Assessments for Mechanical Engineering Students: Moderating Ill-Structuredness and Transferring Learning

Abstract

This study examined the efficacy of ill-structured and moderately structured authentic assessment strategies in facilitating the transfer of learning (ToL) among first-year year Mechanical Engineering students. Two student cohorts undertook separate authentic assessments, one ill-structured and the other moderately structured. High-fidelity computer modelling and simulation using Finite Element Analysis (FEA), a common tool widely adopted in engineering education, supported the solving of these complex problem tasks. Analysis of qualitative and quantitative data from junior engineering students revealed no significant effect on moderating the ill-structuredness of authentic assessments on the transfer of learning. Nonetheless, there were notable decreases in students’ barriers to transfer associated with moderately structured assessment without compromising learning quality. The findings suggest that authentic learning experiences generally enhanced learning outcomes and were positively received by students. However, while increased ill-structuredness may foster greater integration of knowledge across modules, educators should exercise caution when reducing the structure of assessments intended to build foundational understanding.