Multi-Year Evaluation and Enhancement of a Questionnaire-Based Assessment Approach in Engineering Laboratory Instruction

This paper presents the implementation and continuous refinement of a questionnaire-based assessment approach for laboratory instruction in undergraduate engineering education. In this method, students complete individual questionnaires at the end of each lab session. It was introduced to address challenges associated with traditional evaluation methods such as group reports. Over multiple academic years, the approach was applied in core laboratory subjects within the Degree in Electronic Engineering for Telecommunications at the University of Valencia. Based on student feedback collected through structured surveys, the teaching team introduced key modifications—most notably, the reformulation of test items and the inclusion of performance checkpoints—to improve alignment between assessed outcomes and the learning process. Analysis of student responses before and after these changes indicates improved perceptions regarding fairness, relevance, and overall satisfaction with the assessment method. The results support the effectiveness of this approach in enhancing student engagement and instructional consistency, while highlighting areas for further pedagogical development.