Constructivist Feedback-Based Assessment Method as Key for Effective Teaching and Learning: The Development and Impact on Mechanical Engineering Students’ Adaptive Capacity, Decision Making, Problem Solving and Creativity Skills




assessment, feedback, constructivist, teaching and learning, vocational education


Educators must conduct assessments in their learning; it determines students’ weaknesses in the teaching material they follow during learning. Unfortunately, the implementation of assessment by educators was not optimal, and the weakness was that the existing assessment method was only fixated on assessing students without providing feedback on the assessment. At the same time, this feedback was essential for students in learning, which can help learners assess performances that cannot be seen and felt by themselves, as well as a tool to motivate students, notification or information, and reinforcement. Therefore, this research aimed to develop a Constructivist Feedback-Based Assessment Method for learning assessment. The method used in this research was Research and Development (R&D). After development, the Constructivist Feedback-Based Assessment Method for learning assessment will be implemented to see its effect on students’ adaptive capacity, decision-making, problem-solving, and creativity skills. Independent sample t-test and linear regression analysis were used as data analysis techniques describing the impact of the assessment on those skills. The results showed that the Constructivist Feedback-Based Assessment Method has five stages: preparing the assessment material, diagnostic assessment, assessment for learning, assessment of learning, and reflection. It effectively affects students’ skills, such as adaptive capacity, decision-making, problem-solving, and creativity. It can be concluded that the Constructivist Feedback-Based Assessment Method can improve students’ adaptive capacity, decision-making, problem-solving, and creativity. Novelty in this research was the existence of constructivism integrated into feedback-based assessment, which the existing assessment has not highlighted the constructivist side of assessment.


Download data is not yet available.


Aka, K. A. (2019). Integration Borg & Gall (1983) and Lee & Owen (2004) models as an alternative model of design-based research of interactive multimedia in elementary school. Journal of Physics: Conference Series, 1318(1), 1–9. DOI:

Alt, D., Naamati-Schneider, L., & Weishut, D. J. N. (2023). Competency-based learning and formative assessment feedback as precursors of college students’ soft skills acquisition. Studies in Higher Education, 48(12), 1901–1917. DOI:

Arsovic, B., & Stefanovic, N. (2020). E-learning based on the adaptive learning model: case study in Serbia. Sadhana - Academy Proceedings in Engineering Sciences, 45(1), 1–13. DOI:

Baidal-Bustamante, E., Mora, C., & Alvarez-Alvarado, M. S. (2023). STEAM Project-Based Learning Approach to Enhance Teaching-Learning Process in the Topic of Pascal’s Principle. IEEE Transactions on Education, 1–10. DOI:

Balakrishnan, B. (2022). Exploring the impact of design thinking tool among design undergraduates: a study on creative skills and motivation to think creatively. International Journal of Technology and Design Education, 32(3), 1799–1812. DOI:

Bragg, L. A., Walsh, C., & Heyeres, M. (2021). Successful design and delivery of online professional development for teachers: A systematic review of the literature. Computers & Education, 166, 104158. DOI:

Brown, G. T. L. (2019). Is Assessment for Learning Really Assessment? Frontiers in Education, 4(June), 1–7. DOI:

Cáceres, M., Nussbaum, M., González, F., & Gardulski, V. (2021). Is more detailed feedback better for problem-solving? Interactive Learning Environments, 29(7), 1189–1210. DOI:

Cai, W., Khapova, S., Bossink, B., Lysova, E., & Yuan, J. (2020). Optimizing employee creativity in the digital era: Uncovering the interactional effects of abilities, motivations, and opportunities. International Journal of Environmental Research and Public Health, 17(3), 1–19. DOI:

Duan, R., Kawahara, T., Dantsuji, M., & Nanjo, H. (2020). Cross-lingual transfer learning of non-native acoustic modeling for pronunciation error detection and diagnosis. IEEE/ACM Transactions on Audio Speech and Language Processing, 28(c), 391–401. DOI:

Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. DOI:

Fazel, I., & Ali, A. M. (2022). EAP teachers’ knowledge and use of learning-oriented assessment: A cross-contextual study. System, 104, 102685. DOI:

Firestone, W. A., & Donaldson, M. L. (2019). Teacher evaluation as data use: what recent research suggests. Educational Assessment, Evaluation and Accountability, 31(3), 289–314. DOI:

Fortuna, A., Waskito, W., Purwantono, P., Kurniawan, A., Andriani, W., & Alimin, M. (2023). Designing Learning Media Using Augmented Reality for Engineering Mechanics Course. Journal of Engineering Researcher and Lecturer, 2(1), 18–27. DOI:

Fuchs, L. S., & Fuchs, D. (1986). Effects of Systematic Formative Evaluation: A Meta-Analysis. Exceptional Children, 53(3), 199–208. DOI:

Furtak, E. M., Ruiz-Primo, M. A., Shemwell, J. T., Ayala, C. C., Brandon, P. R., Shavelson, R. J., & Yin, Y. (2008). On the fidelity of implementing embedded formative assessments and its relation to student learning. Applied Measurement in Education, 21(4), 360–389. DOI:

Guangul, F. M., Suhail, A. H., Khalit, M. I., & Khidhir, B. A. (2020). Challenges of remote assessment in higher education in the context of COVID-19: a case study of Middle East College. Educational Assessment, Evaluation and Accountability, 32(4), 519–535. DOI:

Gulikers, J. T. M., Biemans, H. J. A., Wesselink, R., & van der Wel, M. (2013). Aligning formative and summative assessments: A collaborative action research challenging teacher conceptions. Studies in Educational Evaluation, 39(2), 116–124. DOI:

Handrayani, D., Rahmadani, K., Baqi, F. A., & Kassymova, G. K. (2023). Education Transformation in Era 4.0: The Effect of Learning Facilities on Student Learning Outcomes. Journal of Computer-Based Instructional Media, 1(1), 34–43. DOI:

Hartmann, M. (2019). Development of circle learning media to improve student learning outcomes. Journal of Physics: Conference Series, 1–7. DOI:

Hattie, J. (2008). A Synthesis of Over 800 Meta-Analyses Relating to Achievement. In Visible Learning (pp. 1–392). DOI:

Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review. Computers and Education Open, 3(), 100080. DOI:

Ibarra-sáiz, M. S., Rodríguez-gómez, G., & Boud, D. (2020). Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement. Higher Education, 80(1), 137–156. DOI:

Jalinus, N., Wulansari, R. E., Heong, Y. M., & Kiong, T. T. (2023). Teaching activities for supporting students’ 4cs skills development in vocational education. Journal of Engineering Researcher and Lecturer, 2(2), 28–37. DOI:

Jawad, L. F., Majeed, B. H., & Alrikabi, H. T. S. (2021). The Impact of Teaching by Using STEM Approach in The Development of Creative Thinking and Mathematical Achievement Among the Students of The Fourth Scientific Class. International Journal of Interactive Mobile Technologies, 15(13), 172–188. DOI:

Karaman, P. (2021). The Impact of Self-assessment on Academic Performance: A Meta-analysis Study. International Journal of Research in Education and Science, 7(4), 1151–1166. DOI:

Kardoyo, Nurkhin, A., Muhsin, & Pramusinto, H. (2020). Problem-based learning strategy: Its impact on students’ critical and creative thinking skills. European Journal of Educational Research, 9(3), 1141–1150. DOI:

Lacey, R. E., & Minnis, H. (2020). Practitioner Review: Twenty years of research with adverse childhood experience scores – Advantages, disadvantages and applications to practice. Journal of Child Psychology and Psychiatry and Allied Disciplines, 61(2), 116–130. DOI:

Middleton, T., ahmed Shafi, A., Millican, R., & Templeton, S. (2023). Developing effective assessment feedback: academic buoyancy and the relational dimensions of feedback. Teaching in Higher Education, 28(1), 118–135. DOI:

Mohammed, Husam, S., & Kinyo, L. (2020). The role of constructivism in the enhancement of social studies education. Journal of Critical Reviews, 7(7), 249–256.

Morales, J. (2022). The Evaluation of Teacher Performance in Higher Education. International Journal of Science and Society, 4(3), 140–150. DOI:

Mubai, A., Rukun, K., Giatman, M., & Edidas, E. (2020). Needs Analysis in Learning Media Development Based on Augmented Reality (AR) for Computer Network Installation Courses. Jurnal Pendidikan Teknologi Kejuruan, 3(1), 31–35. DOI:

Oliveira, G., Grenha Teixeira, J., Torres, A., & Morais, C. (2021). An exploratory study on the emergency remote education experience of higher education students and teachers during the COVID-19 pandemic. British Journal of Educational Technology, 52(4), 1357–1376. DOI:

Phelps, R. P. (2019). Test Frequency, Stakes, and Feedback in Student Achievement: A Meta-Analysis. Evaluation Review, 43(3–4), 111–151. DOI:

Prasetya, F., Fajri, B. R., Wulansari, R. E., Primawati, & Fortuna, A. (2023). Virtual Reality Adventures as an Effort to Improve the Quality of Welding Technology Learning During a Pandemic. International Journal of Online and Biomedical Engineering (IJOE), 19(2), 4–22. DOI:

Prasetya, F., Syahri, B., Fajri, B. R., Wulansari, R. E., & Fortuna, A. (2023). Utilizing Virtual Laboratory to Improve CNC Distance Learning of Vocational Students at Higher Education. TEM Journal, 12(3), 1506–1518. DOI:

Sánchez-Ramírez, J. M., Íñigo-Mendoza, V., Marcano, B., & Romero-García, C. (2022). Design and Validation of an Assessment Rubric of Relevant Competencies for Employability. Journal of Technology and Science Education, 12(2), 426–439. DOI:

Sansi, A. S., Rini, F., Mary, T., & Kiong, T. T. (2023). The Development of Android-based Computer and Basic Network Learning Media. Journal of Computer-Based Instructional Media, 1(2), 1–13. DOI:

Sims, W. A., King, K. R., Preast, J. L., Burns, M. K., & Panameño, S. (2023). Are School-Based Problem-Solving Teams Effective? A Meta-Analysis of Student- and Systems-Level Effects. Journal of Educational and Psychological Consultation, 33(4), 1–25. DOI:

Su, F., Yang, X., Yin, J., Shen, Y., & Tan, L. (2023). Validity of Using Pathological Response as a Surrogate for Overall Survival in Neoadjuvant Studies for Esophageal Cancer: A Systematic Review and Meta-analysis. Annals of Surgical Oncology, 30(12), 7461–7471. DOI:

Surucu, L., & Maslakci, A. (2020). Validity and Realibity In Quantitative Research. Business & Management Studies: An International Journal, 8(3), 2694–2726. DOI:

Taherdoost, H. (2022). What are Different Research Approaches? Comprehensive Review of Qualitative, Quantitative, and Mixed Method Research, Their Applications, Types, and Limitations. Journal of Management Science & Engineering Research, 5(1), 53–63. DOI:

Tang, X., Yin, Y., Lin, Q., Hadad, R., & Zhai, X. (2020). Assessing computational thinking: A systematic review of empirical studies. Computers and Education, 148, 103798. DOI:

Teräs, M., Suoranta, J., Teräs, H., & Curcher, M. (2020). Post-Covid-19 Education and Education Technology ‘Solutionism’: a Seller’s Market. Postdigital Science and Education, 2(3), 863–878. DOI:

Torres, J. T., Higheagle Strong, Z., & Adesope, O. O. (2020). Reflection through assessment: A systematic narrative review of teacher feedback and student self-perception. Studies in Educational Evaluation, 64, 100814. DOI:

van der Kleij, F. M. (2019). Comparison of teacher and student perceptions of formative assessment feedback practices and association with individual student characteristics. Teaching and Teacher Education, 85, 175–189. DOI:

Waskito, Irzal, Wulansari, R. E., & Ya, K. Z. (2022). The Adventure of Formative Assessment with Active Feedback in The Vocational Learning : The Empirical Effect for Increasing Students ’ Achievement. Journal of Technical Education and Training, 14(1), 54–62. DOI:

Waskito, Wulansari, R. E., Syahri, B., Erizon, N., Purwantono, Yufrizal, & Kiong, T. T. (2023). Countenance Evaluation of Virtual Reality (VR) Implementation in Machining Technology Courses. Journal of Applied Engineering and Technological Science, 4(2), 825–836. DOI:

Wetzel, M., Zufferey, S., & Gygax, P. (2020). Second language acquisition and the mastery of discourse connectives: Assessing the factors that hinder l2-learners from mastering french connectives. Languages, 5(3), 1–26. DOI:

Wisniewski, B., Zierer, K., & Hattie, J. (2020). The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research. Frontiers in Psychology, 10, 1–14. DOI:

Wulansari, R. E., & Nabawi, R. A. (2021). Efforts to Improve Problem Solving Skills and Critical Thinking Skills Through Problem-Based Integrated Computer Assisted Instruction (CAI) in Vocational Education. Jurnal Pendidikan Teknologi Kejuruan, 4(4), 111–117. DOI:

Yan, Z., Wang, X., Boud, D., & Lao, H. (2023). The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis. Assessment and Evaluation in Higher Education, 48(1), 1–15. DOI:




How to Cite

Waskito, W., Wulansari, R. E., Rifelino, R., Fortuna, A., Nyamapfene, A., & Jalil, S. ’Afiat. (2024). Constructivist Feedback-Based Assessment Method as Key for Effective Teaching and Learning: The Development and Impact on Mechanical Engineering Students’ Adaptive Capacity, Decision Making, Problem Solving and Creativity Skills. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 12(1), 57–76.



Received 2023-11-09
Accepted 2024-02-23
Published 2024-04-24