Benchmarking Cognitive and Professional Competency Attainment in Foundation Engineering: A Study on the Efficacy of Authentic Alternative Assessments

Abstract

Outcome-Based Education (OBE) necessitates a systematic alignment between curriculum design, teaching–learning strategies, and assessment to ensure measurable learning attainment through continuous quality improvement (CQI). This study presents a longitudinal analysis of an undergraduate Foundation Engineering course, evaluating Course Learning Outcome (CLO) attainment across four academic cohorts from 2020 to 2023. By integrating modern geotechnical software and authentic alternative assessments, including software-based mini-projects, peer-evaluated teamwork, and technical reporting, the course moves beyond traditional examinations to capture complex analytical reasoning and professional competencies. To ensure objective evaluation, a robust methodology of statistical normalization (Normalised Attainment Index, NAI) and institutional threshold benchmarking (NAI ≥ 0.50) was employed to mitigate cohort-scale bias and assessment variability. Results indicate that all CLOs consistently met or exceeded the institutional benchmark, demonstrating sustained outcome attainment across all years. While technical design competence (CLO1) exhibited controlled variability reflecting the high cognitive and judgment-based demands of authentic engineering problem-solving, professional competencies in communication (CLO3) and teamwork (CLO4) showed progressive stability through the implementation of structured rubrics. Beyond course-level evaluation, this study advances outcome-based education by demonstrating how normalised longitudinal benchmarking distinguishes learning complexity from instructional deficiency in design-intensive engineering contexts. The study introduces a triangulated mapping of CLOs, assessment modes, and Bloom’s Taxonomy domains, providing a replicable framework for evidence-based CQI and accreditation-aligned curriculum review in design-intensive engineering education, while demonstrating how such frameworks can simultaneously foster technical excellence, digital literacy, and professional skills.