This presentation explores the implementation of autograded, iterative assessments in a first-year engineering MATLAB module to explore formulative competency-based learning. By providing real-time feedback on computational skills like loops, plotting, and functions, autograding aims to personalize learning and improve engagement. The study details the transition to Mathworks Grader, focusing on evaluating visual outputs and intermediate steps. Student performance, perceptions, and submission uniqueness are analyzed, comparing results to traditional assessments. Findings include reduced problem-solving time and increased student engagement. Challenges in creating diverse problem sets and validation code are discussed. The presentation evaluates the impact of autograding on individual learning and prepares students for future engineering challenges.
