Assessing The Assessments: A Case Study on the Relationship Between Theoretical, Continuous, and Practical Evaluations in an Engineering Course

As engineering educators strive to balance theoretical knowledge with practical skills, understanding how assessment formats drive learning outcomes is more important than ever. This study investigates the relationships between different assessment types—CSWA Test (theoretical), Continuous Assessment (quizzes), and Final Drawing (practical)—in a first-year undergraduate engineering course. Using data from 190 students, the study applies descriptive statistics, Pearson correlation analysis, multiple regression modelling, and performance classification to evaluate how these assessments relate to one another and predict student success. Findings reveal that Continuous Assessment has the strongest correlation with Final Drawing performance (r = 0.49) and was the most reliable predictor (β = 0.5689, R² = 0.240, p < 0.001), suggesting that frequent, low-stakes quizzes (continuous assessments) support the development of practical skills. In contrast, the weakest relationship was between CSWA Test and Final Drawing (r = 0.41), indicating that strong theoretical performance does not consistently translate to applied proficiency. These findings highlight the value of continuous assessments and applied learning in engineering education and emphasise the need for tailored support to accommodate diverse student needs. The study offers guidance for curriculum designers and suggests avenues for future research, such as exploring the roles of prior experience and adaptive learning tools in student success.