Exploring Self-Making as a Tool for Enhanced Engagement and Learning in Engineering Education Inspired by Indigenous Practices

Self-marking fosters deeper engagement with feedback in engineering education, addressing a common issue where students focus on grades rather than understanding. This pilot study evaluates the feasibility and effectiveness of self-marking, particularly inspired by Indigenous reflective practices, in enhancing learning and engagement. In a second-year engineering mechanics course, students completed and scored their own assignment using a detailed rubric, submitting self-evaluations online. A bonus was awarded for alignment between self- and officially assigned marks. Results indicate stronger performance on final exam questions related to the targeted topic and positive student feedback on the self-marking experience, emphasizing deeper reflection and accountability. Integrating self-marking can shift the emphasis from grades to understanding and effort, promoting reflective learning and personal responsibility. This approach shows promise for broader application in various engineering courses.