Re-think assessment methods for Engineering Technology Programmes: A case study in Mechanical Engineering Technology

The Bachelor of Engineering Technology (BEngTech) is a new qualification in South Africa (SA). Some Universities of Technology and Comprehensive Universities have opted to offer this qualification. This qualification ensures that graduates have acquired the International Engineering Alliance (IEA) competency profiles, and according to the Engineering Council of South Africa (ECSA), the programme should assess eleven graduate attributes. The Mechanical Engineering Technology Department of the University of Johannesburg (UJ) is offering this programme. This paper seeks to explore and describe how the department has applied assessment methods in order to assess the required skills. Qualitative research was used based on a case study. Data was collected from final year students and from learner guides. The paper also provides case studies from literature on the implementation of authentic assessment. Finally, the research provides a case on the need to re-think assessment methods. The findings are that the department used traditional assessment methods for the new curriculum. Through literature review, it is possible to be innovative and move towards authentic assessment. Institutional management is encouraged to provide leadership and guidance in the assessment debate.