2026 ASEE Annual Conference & Exposition

Exploring the Impact of Formative Assessment on Cognitive Engagement in Problem-Solving Tasks: The Role of Need for Cognitive Closure

Presented at A Deep Dive into Failure and Assessment

This study is a theory or methods full paper that examines formative assessment, which is characterized by continuous feedback opportunities, chances for self-reflection, and ways to improve, and has been widely recognized as an instructional strategy to promote improvement in learning outcomes. However, limited research is available on how undergraduate students' motivational and cognitive dispositions, such as (high/low) Need for Cognitive Closure, may moderate the effectiveness of formative assessment in a higher education context. This study explores the effect of formative assessment on the cognitive engagement of undergraduate students, with a specific focus on how varying levels of Need for Cognitive Closure (NFCC) influence this relationship. As a part of a larger study, we used a sequential mixed-method design with a participant selection model followed by quantification of qualitative code for data analysis. The research design involved quantitative analysis of approximately 67 first-year undergraduate engineering students, while qualitative analysis was conducted on a subset of 8 students, selected according to predetermined criteria. Each student participant solved two equally difficult engineering mechanics static problems in two separate audio-recorded sessions. During problem-solving, the participants practiced the think-aloud protocol (TAP), verbalizing their thoughts and reasoning processes to capture their cognitive engagement and problem-solving strategies. The first task was conducted without the use of formative assessment, relying solely on the students’ prior knowledge and individual problem-solving abilities. In contrast, the second problem-solving task incorporated formative assessment techniques to provide feedback and guide student learning throughout the process.
Narrative analysis and quantification of qualitative data analysis results indicate that formative assessment promotes cognitive engagement in students, which is reflected through encouraging reflection, strategic thinking, and a greater commitment throughout the process. However, the level of cognitive engagement related to formative assessment depends on the level of Need for Cognitive Closure (NFCC). Students with low Need for Cognitive Closure (NFCC) generally exhibit higher cognitive engagement and greater persistence when receiving feedback during problem-solving tasks, as they are more comfortable with ambiguity and reflective thinking. In contrast, students with high NFCC prefer quick and certain feedback and show lower engagement with feedback that requires extended reflection. Understanding these differences can help in designing formative assessments that effectively support diverse student engagement styles. The implications of this are that formative assessment should be adjusted with the learner profile in mind, to help students gradually require greater comfort in coping with either uncertainty or reflection. Overall, the study highlights that assessment needs to be designed in accordance with students' cognitive and motivational characteristics to develop deeper and greater learning engagement in higher education.

Authors

Dr. Talha Naqash Dickinson State University [biography]

Dr. Talha Naqash completed his doctoral studies in Engineering Education at Utah State University. With a diverse academic foundation, he also holds a Master’s degree in Telecommunication and Networking. He is currently serving as a faculty member at Dickinson State University in the School of Applied Sciences.
Dr. Naqash’s research focuses on cognitive engagement analysis, assessment methods in engineering education, and the role of facial expressions and emotions in the learning process. His scholarly contributions include numerous publications and presentations at prestigious venues such as IEEE, ASEE conferences, and leading Wiley and Springer journals. He is an active member of several technical committees and serves as a reviewer for reputable journals and international conferences, including the ASEE and IEEE Transactions on Education. Dr. Naqash’s dedication to advancing educational research, combined with his broad academic and professional experience, underscores his commitment to fostering innovation and excellence in engineering education.
Dr. Zain ul Abideen Utah State University [biography]

Zain ul Abideen holds a Ph.D. in Engineering Education from Utah State University, where he also served as a Graduate Researcher. He is a computer engineer and earned his bachelor’s degree in computer engineering and master’s degree in engineering, and brings over a decade of experience in teaching and research with undergraduate engineering students. He actively contributes to several technical committees and serves as a reviewer for leading journals and international conferences. His doctoral research focused on cognitive engagement, AI in education and engineering design, self-regulated learning, and mobile learning. His work seeks to deepen our understanding of how these elements influence learning and success in engineering education. With a strong commitment to educational advancement and a robust academic background, Zain is recognized as a dedicated and emerging scholar in the field of engineering education.
Dr. Assad Iqbal http://orcid.org/https://0000-0002-8060-7384 The Ohio State University [biography]

Assad Iqbal (Sid) is a Senior Lecturer at the Department of Engineering Education in the College of Engineering, Ohio State University. Assad has been working with the National Science Foundation (NSF) funded national collaboration research project, "Engineering For Us All (e4usa) since October 2022. The core mission of this project is to increase student and teacher access to engineering with a focus on reaching traditionally underrepresented populations in this field.

With a BS in Computer Information Systems Engineering, a Master of Science in Engineering Management, and a Ph.D. in Engineering Education, Assad's long-term research goal is to converge his varied research experiences and endeavors to explore the possibilities of an inclusive instructional design to promote self-directed, self-regulated, life-long learning among pre-college and undergraduate engineering students.
Dr. Oenardi Lawanto Utah State University [biography]

Dr. Oenardi Lawanto is an associate professor in the Department of Engineering Education at Utah State University, USA. He received his B.S.E.E. from Iowa State University, his M.S.E.E. from the University of Dayton, and his Ph.D. from the University of Illinois at Urbana-Champaign. Dr. Lawanto has a combination of expertise in engineering and education and has more than 30 and 14 years of experience teaching engineering and cognitive-related topics courses for his doctoral students, respectively. He also has extensive experience in working collaboratively with several universities in Asia, the World Bank Institute, and USAID to design and conduct workshops promoting active-learning and life-long learning that is sustainable and scalable. Dr. Lawanto’s research interests include cognition, learning, and instruction, and online learning.
Dr. Angela Minichiello P.E. http://orcid.org/0000-0002-4545-9355 Utah State University [biography]

Angela (Angie) Minichiello, PhD is a military veteran, licensed mechanical engineer, and Associate Professor of Engineering Education at Utah State University.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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