This paper investigates the effectiveness of digital midterm assessments in enhancing student learning within the context of engineering education. Through a mixed-methods approach, the study combines quantitative analysis of student performance with qualitative insights gathered from lecturer interviews. The aim is to determine whether digital midterms accurately predict final performance, promote deeper student engagement, and contribute to improved learning outcomes. The quantitative results reveal a strong, positive correlation between midterm and final exam performance, particularly for students at the extremes of the performance spectrum. However, the predictive accuracy for students in the middle range is less apparent. Notably, the quantitative analysis primarily provides a descriptive overview and guides the agenda for the semistructured interviews, which form the core of this research. Qualitative findings from the lecturer interviews emphasise the role of digital midterms as both diagnostic tools and motivators for student engagement. The study concludes that digital midterms, when integrated into a balanced assessment strategy, can significantly enhance student learning as evidenced both by student performance and educators' subjective perception of educational value. Key recommendations include refining midterm design, incorporating continuous assessment, and exploring personalised feedback mechanisms. This work contributes to the ongoing discourse on digital assessment practices in higher education, offering practical insights for educators in engineering and related fields.

The transition to digital assessments in higher education, particularly within engineering disciplines, marks a significant shift in student evaluation methods. This paper explores the viability of digital assessments as a replacement for traditional print-based approaches in Electrical and Electronic Engineering education. Over the past six years, our department has implemented digital assessments to reduce marking workloads and increase feedback frequency. This mixed-methods study combines in-depth, 30-minute semi-structured interviews with faculty members and a comprehensive analysis of quantitative and qualitative data from student surveys. The qualitative analysis of staff interviews provides deep insights into the impact of digital assessments on teaching practices, while the integration of student survey data offers a balanced perspective, highlighting both alignment and divergence between student and faculty views. The findings indicate that digital assessments offer significant benefits, such as improved efficiency, scalability, and immediate feedback. However, they also present challenges related to academic integrity, technical reliability, and the accurate assessment of complex problem-solving skills. These challenges underscore the need for ongoing refinement in digital assessment practices, particularly in enhancing feedback mechanisms and ensuring robust, reliable platforms. While the study's results are specific to one department, the implications extend to similar educational contexts. The paper concludes with recommendations aimed at optimising digital assessments to better support student learning outcomes and improve overall teaching effectiveness in engineering education.