Abstract
Although the educational advantages of student self-assessment have been generally documented and introduced into different universities' courses, the use of self-grading as a formative assessment tool in engineering design courses, where unique solutions are not frequently the case, has not been exploited by faculty. This paper reports an experiment in which students (n = 216) in two civil engineering courses; namely a reinforced concrete design course and a steel design course, were assigned the task to self-grade their homework. The study provides a comparison of students and faculty/teaching assistants (TAs) assigned grades and recommendations for future adoption of self-grading in design courses based on lessons learned.