ABSTRACT
Assessing students regarding ethics aspects of engineering education is far from straightforward. This section explores assessment challenges by considering the tension between two extremes. On the one hand, high expectations are placed on engineering ethics education, as many engineering universities claim to develop their students into individuals with solid character, critical professionals, or socially responsible citizens. On the other hand, engineering ethics, as part of the curriculum, is required to have reliable (comparative-fair, neutral) and valid (they should measure the high goals universities put forward) assessment methods.
