Integration of technical teaching and assessment based on the four e framework

In higher education, the evaluation of students' academic performance has always been a very chal- lenging task. The lecturer's summative evaluation of the students is often carried out at the end of the semester or after the phased study. Throughout their studies, students will encounter challenging tasks that require supervision and helpful intervention. Through empirical cases, we found that students' academic performance is closely related to their intrinsic motivation and self-efficacy. Our suggestion after empirical research is to embed assessment metacognition into some courses as a basis for designing course content. Some of our research on intrinsic motivation includes 1) adding game-based reward strategies to the curriculum, 2) proposing some collaborative group projects to encourage active participants, 3) encouraging interaction with different cultural backgrounds.