2025 ASEE Annual Conference & Exposition

Global challenges require innovative and interdisciplinary approaches, and promoting self-assessment is essential for enhancing students' cognitive development. However, conventional evaluation methods in education frequently cause stress, anxiety, and discomfort among students. To address this, the study examines the effects of unannounced, continuous assessments paired with supplementary activities designed to strengthen student learning. This study explores the impact of unannounced, continuous assessments combined with supporting activities to enhance student learning and reduce the stress associated with traditional exams. Recognizing that self-assessment is integral to cognitive development, researchers implemented this innovative evaluation method in four courses—two in civil engineering and two in architecture—with a total of 79 students. Throughout the semester, students participated in regular but unannounced evaluations, encouraging consistent study habits while alleviating the pressure of major exams. These evaluations were supplemented with activities designed to reinforce learning and prepare students for the assessments. A survey conducted at the end of the semester revealed that, while students initially felt nervous, they found the unannounced evaluations beneficial to their overall learning experience. The continuous preparation, supported by the reinforcement activities, helped students improve their performance and gain greater confidence in their knowledge by the course's conclusion. The results indicate that this method led to better academic outcomes, with students expressing reduced anxiety and an increased sense of academic integrity due to the ongoing assessments. The study highlights the potential of unannounced, continuous evaluations to foster deeper learning, reduce exam-related stress, and enhance students’ confidence in their knowledge. The authors discuss the factors driving these results and explore avenues for broader implementation of such pedagogical strategies to improve both learning outcomes and academic integrity. Implications for further research and educational practice are provided, with recommendations for broader implementation of these pedagogical strategies to improve academic performance and integrity.