2026 ASEE Annual Conference & Exposition

Digital Platform for Competency-Based Assessment and Monitoring in Engineering Education: Design and Pilot Study

Presented at Industrial Engineering Division (IED) Technical Session 3: Student Development, Communication, and Creative Engagement

This empirical full paper presents the development and pilot testing of a digital platform
designed to support competency-based assessment and monitoring in engineering
education. Engineering education has increasingly incorporated competency-based
approaches, which pose significant challenges related to the assessment and monitoring
of competency development throughout undergraduate programs. Predominantly
summative assessment practices, often confined to isolated courses, are limited in
capturing the progressive, cumulative, and transversal nature of professional
competencies. In this context, digital platforms emerge as promising alternatives to
operationalize more integrated and longitudinal assessment processes. This paper
presents the development and pilot application of a digital platform designed to support
competency assessment and monitoring in an undergraduate Industrial Engineering
program at a Brazilian public university. The platform integrates student self
assessment, faculty assessment, and analytical visualizations, structured around a set of
fifteen competencies that define the program’s graduate profile. The pilot study was
conducted during the first semester of 2025 and involved students at different stages of
the program as well as faculty members responsible for courses associated with the
assessed competencies. The results indicate that the platform is both technically viable
and pedagogically appropriate, enabling longitudinal tracking of competency
development and the integration of multiple assessment perspectives. The analyses
reveal consistent patterns of perceived progression across the program, as well as
complementary dynamics between student self-assessments and faculty assessments.
User perceptions point to an overall positive evaluation of the platform, particularly
regarding its alignment with program objectives and competency-based assessment
guidelines. This study contributes to the literature by providing empirical evidence on
the use of a digital platform specifically designed to support formative assessment and
competency-based curriculum management in engineering education.

Authors

Mrs. Kelly Cristina Ferreira Dias Universidade Federal Do Rio Grande Do Sul [biography]

Kelly Cristina Ferreira Dias is a Ph.D. candidate in Industrial Engineering at the Federal University of Rio Grande do Sul (UFRGS), Brazil. Her research focuses on competency-based education, technology foresight, and digital transformation in engineering education. She has experience in innovation management and applied research in collaboration with industry, working on projects related to educational technology, data analytics, and strategic intelligence. Kelly is also involved in initiatives that connect academia and industry to promote continuous improvement and the development of adaptive learning ecosystems.
Prof. Christine Tessele Nodari http://orcid.org/0000-0002-2480-7170 Universidade Federal Do Rio Grande Do Sul [biography]

Full Professor at the Federal University of Rio Grande do Sul (UFRGS) and recipient of a CNPq Research Productivity Fellowship (Category C), with expertise in Transportation Engineering and Road Safety. She holds a B.Sc. in Civil Engineering (1992), an M.Sc. (1996), and a Ph.D. (2003) in Production Engineering from UFRGS, including a study period at the University of British Columbia (Canada). Her work focuses primarily on road safety, active mobility, and engineering education. She has been dedicated to promoting the internationalization of research and academic training through partnerships and collaborative projects with foreign institutions. Currently, she serves as Associate Thematic Coordinator for the Education in Transportation area of ANPET — the National Association for Research and Education in Transport — and as Deputy Coordinator of the Undergraduate Committee of the Department of Production and Transportation Engineering (DEPROT) at UFRGS. Throughout her career, she has participated in numerous university extension projects focused on traffic safety and sustainable transport, aiming to integrate academia with society and local needs.
Maria Auxiliadora Cannarozzo Tinoco Universidade Federal Do Rio Grande Do Sul [biography]

Maria A. Cannarozzo Tinoco is a professor in Industrial Engineering Program at the Federal University of Rio Grande do Sul (UFRGS) in Brazil. She currently coordinates the Institutional Modernization Proposal for the modernization of the Industrial Engineering Undergraduate Program, managed by the School of Engineering at UFRGS, under the Graduation Modernization Program (PMG) promoted by CAPES (Brazilian funding agency) and the Fulbright Commission since 2019.
Italo Rodeghiero Neto Universidade Federal Do Rio Grande Do Sul [biography]

Post doctoral researcher in Industrial Engineering from the Federal University of Rio Grande do Sul (UFRGS), Brazil. Temporary professor at the same university. Doctor and Master of Industrial Engineering from UFRGS (2020). His research mainly spans engineering education, ergonomics, human factors, and accessibility.
Paula Kvitko de Moura Federal University of Rio Grande do Sul [biography]

Paula Kvitko de Moura, PhD, is a Postdoctoral Researcher in Industrial Engineering at the Federal University of Rio Grande do Sul (UFRGS), Brazil, and a Deep Tech Specialist at the UFRGS Science and Technology Park. She also serves as a Professor and as an Analyst in the Undergraduate Modernization Program, where she supports pedagogical innovation, stakeholder engagement, and strategic development across the School of Engineering. Her research focuses on innovation ecosystems, startup innovation, digital transformation, and active learning in engineering education. She is also an International Research Partner at the Technical University of Munich (TUM), collaborating on initiatives related to innovation and technology-driven education.
Mr. Igor Eduardo Santos de Melo Universidade Federal Do Rio Grande Do Sul

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