I. INTRODUCTION
The advancement of engineering education in many ways de-
pends on assessment. High-quality assessments can provide educa-
tors with information they can use to move the field forward. Inade-
quate or poorly constructed assessments can cause educators to
pursue ineffective paths, resulting in the loss of time, money, and en-
ergy. Researchers have also recognized the central role that assess-
ment plays specifically in engineering education. According to
Felder, Sheppard, and Smith, “Research, by its nature, requires ef-
fective assessment. The infusion of accepted principles and practices
of educational assessment are having a significant impact on the de-
velopment of engineering curricula and the evaluation in terms of
student performance” [1]. We use examples from recent articles
published in the Journal of Engineering Education (JEE) to examine
current assessment practices and methods in engineering education