Best assessment practices of final year engineering projects in Australia

<div><b>Purpose</b>:</div>The focus of the paper is to explore the best practices for the delivery of final year <br />engineering project. Students use their own initiatives to accomplish practical <br />design projects in their final year of engineering. Each academia proposes <br />different ways of project approaches that should satisfy engineering accreditation <br />requirements for capstone projects. This paper analyses and compares various <br />undergraduate final year engineering project approaches of different universities <br />in Australia. From this case study analysis, this research will explore the best <br />assessment practice for the delivery of final year project. <br /> <br /><b>Design/Methodology</b>: <br />Through desktop analysis methodology, this paper will analyse six universities in <br />Australia who are practicing different approaches in their undergraduate final <br />year engineering project. This analysis will look in to the various types of final <br />year projects undertaken, their learning outcomes, teaching methods and <br />assessment measures. <br /> <br /><b>Findings</b>: <br />From these 6 case studies, this paper will provide a report on its implementation <br />and assessment impact on final year projects based on the analysed results of <br />qualitative review of course units in undergraduate programs. <br /> <br /><b>Conclusions</b>: <br />This paper shows the desktop analysis data and compared the six case studies of <br />Australian universities. The above-summarized different final year engineering <br />project approaches were extremely successful in identifying and promoting creativity and innovation through final year projects. From the comparison, it is <br />clearly shown that Deakin University practices one of best assessment methods for <br />the delivery of final year engineering project.