A Framework for Computerized Adaptive Assessment based on Trajectory Driven Pedagogy Implemented in an Engineering Course

Engineering education needs to be flexible with the changing technology, and it must blend traditional new teaching pedagogy for overall knowledge creation in students. A survey of prevalent experiential learning methods has shown tremendous potential improve engineering students' learning. However, existing are hard integrate current teaching-learning process at Amity University, Uttar Pradesh, Lucknow Campus, India. pilot study conducted during Power plant Instrumentation taught seventh semester Electrical Electronics undergraduate program balances method proposed Trajectory -driven as an alternative pedagogy. trajectory driven computerized adaptive assessment procedure been this paper. The system follows a courses generate subsequent questions from vast database questions. sequence is guided by Concept Map which represents three hierarchical manner. Analysis assessments shows that methodology could accurate quantitative measurement course outcomes summative assessment.