Best assessment practices of final year engineering projects in Australia

Purpose: The focus of the paper is to explore the best practices for the delivery of final year engineering project. Students use their own initiatives to accomplish practical design projects in their final year of engineering. Each academia proposes different ways of project approaches that should satisfy engineering accreditation requirements for capstone projects. This paper analyses and compares various undergraduate final year engineering project approaches of different universities in Australia. From this case study analysis, this research will explore the best assessment practice for the delivery of final year project. Design/Methodology: Through desktop analysis methodology, this paper will analyse six universities in Australia who are practicing different approaches in their undergraduate final year engineering project. This analysis will look in to the various types of final year projects undertaken, their learning outcomes, teaching methods and assessment measures. Findings: From these 6 case studies, this paper will provide a report on its implementation and assessment impact on final year projects based on the analysed results of qualitative review of course units in undergraduate programs. Conclusions: This paper shows the desktop analysis data and compared the six case studies of Australian universities. The above-summarized different final year engineering project approaches were extremely successful in identifying and promoting creativity and innovation through final year projects. From the comparison, it is clearly shown that Deakin University practices one of best assessment methods for the delivery of final year engineering project.