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Cited by 47Service-Learning and Community EngagementEngineering Education and Global ImpactBiomedical and Engineering Education

Assessment Methods for Service-Learning Projects in Engineering in Higher Education: A Systematic Review

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Queiruga-Dios, Marián, Santos Sánchez, María Jesús, Queiruga-Dios, Miguel Ángel, Acosta Castellanos, Pedro Mauricio, Queiruga-Dios, Araceli·2021·Frontiers in Psychology
DOI 10.3389/fpsyg.2021.629231PMC PMC8343223
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Abstract

Service-learning (SL) helps engineering students to be involved in community activities and to be motivated by their studies. Although several reviews and research studies have been published about SL, it is not widespread in sciences and engineering at the university level. The purpose of this research is to analyze the different community services or projects where SL is implemented by engineering students and faculty and to identify the procedures that were usually implemented to assess SL-based courses and activities. Assessment could be considered as the evaluation of a specific module and the engineering competencies, the evaluation of the effectiveness of the SL program, the assessment of the participation of the student in those programs, and the assessment of whether students have achieved certain outcomes or gained specific skills. We conducted a systematic review with a search in three scientific databases: Scopus, Science Direct, and ERIC educational database to analyze the assessment methods and what that assessment covers. From 14,107 publications related to SL, 120 documents were analyzed to inform the conclusions of this study. We found that SL is widely used in several universities as experiential education, and it is considered an academic activity. The most widely used assessment technique is a survey to evaluate the engagement and attitudes of students and, to a lesser extent, teamwork presentations.

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  • Service-learning is community-based learning that links theory with practice, focusing on academic and civic learning through purposeful exploration, action, and reflection.

    “Service-learning is a community-based learning approach that bridges academic knowledge with practical application through purposeful exploration, action, and reflection.”

    From Beyond the Classroom: Integrating the ORID Model for In-Depth Reflection and Assessment in Service-Learning (2024) · cites this paper as [11]

    The Introduction describes service-learning as combining academic learning with community-based activities and quotes a definition emphasizing structured reflection. It also describes applying engineering concepts in real-life community projects. Our copy does not describe purposeful exploration as a component of the approach, so it supports most, but not all, of the attributed description. (LLM, conf=0.83)

    Experimental — accuracy not yet measured

  • Reflection papers are among the most commonly used authentic assessment in service-learning.

    “Specially, a recent systematic review highlights that reflection papers are among the most commonly used authentic assessment in service-learning [11].”

    From Beyond the Classroom: Integrating the ORID Model for In-Depth Reflection and Assessment in Service-Learning (2024) · cites this paper as [11]

    The Results section (‘Assessment Tools to Assess SL Activities’; page unavailable) identifies written reports as service-learning assessment tools. It does not identify those reports as reflection papers or establish that reflection papers are among the most commonly used authentic assessments. (LLM, conf=0.78)

    Experimental — accuracy not yet measured

  • Through reflection, students can deepen their academic understanding, enhance critical thinking, and develop civic responsibility.

    “In particular, through reflection, students can deepen their academic understanding, enhance critical thinking, and develop civic responsibility [9][10][11].”

    From Beyond the Classroom: Integrating the ORID Model for In-Depth Reflection and Assessment in Service-Learning (2024) · cites this paper as [11]

    The Introduction (page unavailable) describes reflection as a key part of service-learning and links self-reflection to acquiring and understanding knowledge, skills, and values. It separately says service-learning could help engineering students develop critical-thinking skills and civic responsibility, but does not specifically attribute those two outcomes to reflection. (LLM, conf=0.83)

    Experimental — accuracy not yet measured

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Authors
Queiruga-Dios, M., Santos Sánchez, M. J., Queiruga-Dios, M. Á., Acosta Castellanos, P. M., & Queiruga-Dios, A.
Venue
Frontiers in Psychology
Publisher
Frontiers Media SA
Published
2021-07-23
Volume
12
Pages
629231-629231
ISSN
1664-1078 (ISSN-L)
DOI
10.3389/fpsyg.2021.629231
PMC
PMC8343223
OpenAlex
W3184669824
Cited by
47
References
1
Citations by year
2026: 6 · 2025: 17 · 2024: 13 · 2023: 8 · 2022: 1 · 2021: 2
FWCI
1.48
Type
journal article
Language
en
Open access
Licence
Locations
  • Frontiers in Psychology (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • Gredos (University of Salamanca) (publishedVersion, public-domain)
  • Informationszentrum Lebenswissenschaften (ZB MED) (submittedVersion, cc-by)
  • Hispana (submittedVersion, public-domain)
  • Deposito Digital UFV (Francisco de Vitoria University) (submittedVersion, cc-by-nc-nd)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Funders
Universidad de Salamanca
Topics
  • Social Sciences › Education › Service-Learning and Community Engagement
  • Social Sciences › Development › Engineering Education and Global Impact
  • Physical Sciences › Engineering › Biomedical Engineering › Biomedical and Engineering Education
Keywords
service-learning, engineering education, assessment methods, engineering competencies, student engagement, experiential learning, community service projects, student attitudes, program evaluation

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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