Associated Assessment Criteria for Exit Level Outcome 1:

• Analyse, identify and define the problem for an acceptable solution.
• Identify skills, relevant information and engineering knowledge for solving the problem.
• Generate and formulate possible approaches that would lead to a workable solution for the problem.
• Analyse and model possible solution.
• Evaluate and select possible and best solutions.
• Formulate and present the solution in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2:

• Bring to bear an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science and engineering science at a fundamental level and in a specialist area on the solution of complex engineering problems.
• Use theories, principles and law.
• Perform formal analysis and modelling on engineering materials, components, systems or processes.
• Communicate concepts, ideas and theories.
• Perform reasoning about and conceptualising engineering materials, components, systems or process.
• Perform work within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 3:

• Formulate the design problem to satisfy user needs, applicable standards, codes of practice and legislation.
• Plan and manage the design process to focus on essential issues and recognises and deals with constraints.
• Acquire and evaluate knowledge, information and resources in order to apply appropriate principles and design tools to provide a workable solution.
• Perform design tasks including analysis, quantitative modelling and optimisation of the product, system or process subject to the relevant premises, assumptions, constraints and restrictions.
• Evaluate alternatives for implementation and select a preferred solution based on techno-economic analysis and judgement.
• Assess the selected design in terms of social, economic, legal, health, safety, and environmental impact and benefits.
• Communicate the design logic and relevant information in a technical report.

Associated Assessment Criteria for Exit Level Outcome 4:

• Plan and conduct investigations and experiments within an appropriate discipline.
• Search and critically evaluate available literature and material for suitability to the investigation.
• Perform analysis as necessary to the investigation.
• Select and use equipment or software as appropriate in the investigations.
• Analyse, interpret and derive information from available data.
• Conclude an analysis of all available evidence.
• Record the purpose, process and outcomes of the investigation in a technical report or research project report.

Associated Assessment Criteria for Exit Level Outcome 5:

• Assess the method, skill or tool for applicability and limitations against the required result.
• Apply the method, skill or tool correctly to achieve the required result.
• Test and assess results produced by the method, skill or tool against required results.
• Create, select and use computer applications as required by the discipline.

Associated Assessment Criteria for Exit Level Outcome 6:

• The structure, style and language of written and oral communication are appropriate for the communication and the target audience.
• Use graphics appropriately and effectively in enhancing the meaning of the text.
• Use visual materials to enhance oral communications.
• Use accepted methods for providing information to others involved in the engineering activity.
• Deliver fluently oral communication with the intended meaning being apparent.

Associated Assessment Criteria for Exit Level Outcome 7:

• Explain the impact of technology in terms of the benefits and limitations of society.
• Analyse the engineering activity in terms of the impact on public and occupational health and safety.
• Analyse the engineering activity in terms of the impact on the physical environment.
• Take into consideration personal, social, economic, cultural values and requirements for those who are affected by the engineering activity.

Associated Assessment Criteria for Exit Level Outcome 8:

• Explain the principles of planning, organising, leading and control.
• Carry out Individual work effectively, strategically and on time.
• Contributions to team activities, including at disciplinary boundaries, support the output of the team as a whole.
• Demonstrate functioning as a team leader.
• Organised and manage a design or research project.
• Carry out effective communication out in the context of individual or teamwork.

Associated Assessment Criteria for Exit Level Outcome 9:

• Manage learning tasks autonomously and ethically, individually and in learning groups.
• Learning undertaken is reflected on and own learning requirements, and strategies are determined to suit personal learning style and preferences.
• Source, organise and evaluate relevant information.
• Comprehend and apply the knowledge acquired outside of formal instruction.
• Challenge the assumptions critically and embrace new thinking.

Associated Assessment Criteria for Exit Level Outcome 10:

• Describe the nature and complexity of ethical dilemmas.
• Describe the ethical implications of decisions made.
• Apply ethical reasoning to evaluate engineering solutions.
• Maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.
• Understand and embrace the system of continuing professional development as an ongoing process.
• Accept responsibility for consequences stemming from own actions.
• Make judgements in decision making during problem-solving and design are justified.
• Decision making is limited to the area of current competence.

Integrated Assessment:

• The effective integrated assessment strategy demonstrates the quality assurance process.
• The Academic Regulations of the institution governs the assessment process.
• There will be at least one assessment opportunity before the final summative assessment for each module.

Formative Assessment:

• The modules consist of different forms of formative assessments consisting of project reports, case studies, assignments, which will be implemented in each module, depending on the nature of the module.
• These progress assessments are done solely by the module instructor.
• The final examination will require the involvement of a suitable external course examiner.

Summative Assessment:

• For the Research Report component, two assessors, one internal and one external, are appointed based on their scholarship and expertise.
• The recommendations of the external assessor are received at the Faculty and transmitted to the learner's supervisor for further consideration, comments, corrections or improvements.