Authors
Peter Ruijten-Dodoiu
Human-Technology Interaction, Faculty of Industrial Engineering & Innovation Sciences, Eindhoven University of Technology, The Netherlands
https://orcid.org/0000-0003-1900-3415
Synopsis
This chapter presents self-assessment as a practical strategy for learning and professional formation in engineering education. Rather than self-grading, self-assessment is framed as a structured, criteria-based process that helps students monitor their strategies, evaluate their work, and plan improvement. For practitioners, this chapter offers ready-to-use tools, including exam wrappers, reflexive prompts, and developmental rubrics, along with fully worked examples applicable across knowledge-based and design-oriented courses. It addresses common implementation challenges, such as faculty beliefs, time constraints, and student scepticism, and emphasizes rubrics, exemplars, guided practice, and explicit calibration with instructor feedback as essential supports. By embedding self-assessment intentionally, educators can better align technical performance with reflective judgement, professional responsibility, and long-term adaptability.
Author Biographies
Peter Ruijten-Dodoiu, Human-Technology Interaction, Faculty of Industrial Engineering & Innovation Sciences, Eindhoven University of Technology, The Netherlands
Ruijten-Dodoiu, Peter (0000-0003-1900-3415) is Assistant Professor at the Faculty of Industrial Engineering & Innovation Sciences at Eindhoven University of Technology, the Netherlands. He is curriculum chair of the Psychology and Technology Bachelor and Human-Technology Interaction master programmes. His research interests include AI-supported learning, self-reflection, growth mindset, and process-based learning.
Rachel Figard, Engineering Education Transformations Institute, College of Engineering, University of Georgia, United States of America
Figard, Rachel (0000-0002-1524-5778) is an Assistant Professor in the Engineering Education Transformations Institute and School of Environmental, Civil, Agricultural, and Mechanical Engineering within the University of Georgia’s College of Engineering in Athens, Georgia, USA. Her research focuses on the student experience in undergraduate engineering and sociotechnical design.
Samantha Brunhaver, The Polytechnic School, Ira A. Fulton Schools of Engineering, Arizona State University, United States of America
Brunhaver, Samantha (0000-0001-8607-5959) is an Associate Professor in the Polytechnic School within the Ira A. Fulton Schools of Engineering at Arizona State University in Mesa, Arizona, USA. Her research examines engineering career pathways, student persistence, professional competencies, engineering practice, and faculty mentorship.
Published
August 26, 2026
Copyright (c) 2026 Gillian Saunders-Smits, Lynn Van den Broeck, Thies Johannsen
How to Cite
Ruijten-Dodoiu, P., Figard, R., & Brunhaver, S. (2026). Self-Assessment in Engineering Education. In
SEFI Handbook on Teaching Transferable Competencies and Skills in Engineering (pp. 493-513). TU Delft OPEN Books.
https://doi.org/10.59490/mt.266.78
