2026 ASEE Annual Conference & Exposition

Introduction and Problem Statement

This evidence-based practice research brief details the insights obtained from ongoing research that can directly inform and optimize both instructional design and rigorous assessment practices within engineering education. As contemporary engineering programs increasingly prioritize the development of essential professional competencies such as communication, teamwork, and leadership, a critical need has emerged to assess not only student performance but also their metacognitive perceptions of growth in these areas. This study addresses this need by investigating the degree of alignment between students’ self-perceived development of soft skills and their empirically measured performance.

Theoretical Framework and Methodology

Grounded in metacognitive theory and the principles of experiential learning, this research was implemented within a first-year engineering design course. The curriculum was strategically structured to integrate multiple, high-impact opportunities for soft skill cultivation through sustained team-based projects, formal presentations, and structured peer feedback sessions.
The assessment methodology employed a dual-assessment model to capture both subjective and objective data. Students completed pre- and post-course self-assessments utilizing a previously validated soft skills inventory to quantify changes in their self-perception. Concurrently, faculty evaluated student performance across the identical skill categories using standardized, outcome-aligned rubrics. To gain deeper qualitative insight, students also submitted reflective essays that documented their personal growth trajectory and the challenges encountered while applying these soft skills throughout the course.

Quantitative data derived from the surveys and rubric scores were subjected to rigorous analysis using paired t-tests and correlation analysis. This approach allowed us to precisely examine the longitudinal change in student perception and the statistical relationship between perceived and actual performance. Qualitative data from the reflective essays were subjected to systematic thematic coding to identify recurrent patterns in student self-awareness, confidence levels, and demonstrated skill application.

Key Findings and Implications

While the data has yet to be collected and analyzed, it is hypothesized that the research findings will reveal a measurable correlation between student self-perception and faculty-assessed performance, though this relationship will be complicated by notable discrepancies, particularly within the skill domains of teamwork and communication. It is further theorized that some students will overestimate their abilities, while others will consistently underestimate their competence. This signals a clear need for more structured, calibrated feedback and guided reflection.

We theorize that students who engaged more deeply and consistently in reflective practices will demonstrate a significantly better alignment between their self-perception and their objective performance scores. This would strongly suggests that metacognitive engagement, i.e., the ability to think about one's own thinking and learning, is a key factor in fostering accurate self-assessment and, by extension, effective professional development.

This research makes a significant contribution to the field of engineering education by presenting an evidence-based, transferable approach to evaluating soft skill development using integrated dual assessment models. The findings offer practical, actionable strategies for incorporating structured reflective activities, validated assessment rubrics, and targeted feedback loops into instructional design. These practices are crucial not only for improving evaluation methodologies but also for supporting overall student success by fostering the self-awareness and professional readiness required for lifelong learning and career advancement.