Integrating Siloed and Synergistic Assessments: Enhancing Communication and Collaboration in Engineering and English Education

Abstract

This study addresses the increasing need for enhanced communication and teamwork skills among Engineering program students’ education, coupled with the challenge for English Language and Linguistic program students to effectively articulate technical concepts. It proposes an innovative assessment strategy that integrates discipline-specific tasks with cross-disciplinary collaboration. The study adopted qualitative research design involving three phases of data collection. The first was siloed assessments where the 34 engineering students worked in a team; organizing seminar and preparing lab safety video, and individually discussed complex ideas during fishbowl discussion, and documented experiences and reflections in e-portfolio. The second was the synergistic assessments requiring 21 English Language and Linguistic students to review the e-portfolio on grammar, sentence structure and technical language. Finally, six students (three from engineering and three from English Language and Linguistic programs), were interviewed on their perception regarding the assessments. Thematic Analysis was used to explore key themes related to communication skills development in both technical and non-technical contexts. It was found that, while both groups recognize the importance of clear communication, Engineering students focus on practical presentation skills and teamwork, whereas English students value interdisciplinary collaboration and understanding technical jargon. The proposed approach leverages siloed activities (seminars, video preparation and discussions) to enhance practical communication skills, while synergistic assessments involving English students reviewing engineering e-portfolios foster interdisciplinary learning. The findings suggest that this blended assessment model promotes authentic learning experiences and offers a flexible framework for diverse educational settings, contributing to the advancement of assessment practices in higher education.

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Author Information
Makhfudzah Mokhtar, Universiti Putra Malaysia, Malaysia
Ahmad Salahuddin Mohd Harithuddin, Universiti Putra Malaysia, Malaysia
Ramiza Darmi, Universiti Putra Malaysia, Malaysia
Askiah Jamaluddin, Universiti Putra Malayisa, Malaysia
Siti Mariam Shafie, Universiti Putra Malaysia, Malaysia
Nurul Ainna Reduan, Universiti Putra Malaysia, Malaysia

• Category: Assessment Theories & Methodologies

Posted by James Alexander Gordon

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