The Element Needed in Constructing Engineering Formative Assessment Based on Well-Defined Problems (DP) for Accreditation: A Systematic Review

N. S. M. Aripen and N.S. Abdullah
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N. S. M. Aripen: Centre For Diploma Studies, Universiti Tun Hussein Onn Malaysia, Pagoh Higher Education Hub, 84600 Pagoh, Johor, Malaysia Faculty Of Technical And Vocational Education, Universiti Tun Hussein Onn Malaysia, 86400 Parit Raja, Batu Pahat, Johor, Malaysia
N.S. Abdullah: Faculty Of Technical And Vocational Education, Universiti Tun Hussein Onn Malaysia, 86400 Parit Raja, Batu Pahat, Johor, Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 2746-2761

Abstract: Accreditation plays a critical role in engineering technology programme because it ensures that all graduates can pursue professional engineering qualifications and that the career choice for graduates is vast. Well-defined problems (DP) are one of the attributes in the Dublin Accord involved in the implementation of the engineering formative assessment to ensure a smooth process of accreditation. At the diploma level, Dublin Accord attributes are crucial for engineering technology programs. In Malaysia, programme outcome and Dublin Accord attributes must align with the course’s learning outcome per ETAC standards requirement. Embedding these attributes into the curriculum, especially for constructing the engineering formative assessment, can be complex and would depend on the educator’s involvement. However, constructing the formative assessment based on Dublin Accord attributes can be challenging as no specific guidelines are provided to the educator. Hence, studying the elements needed in constructing engineering formative assessments based on well-defined problems (DP) attributes is crucial, especially for accreditation purposes.

Date: 2025
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