Promoting best practice design intent in 3D CAD for engineers through a task analysis

Assessment encompasses a range of methods and techniques. At the University of Limerick, Ireland, it is an affirmed obligation to facilitate timely and useful feedback for both formative (for learning) and summative (of learning) assessment. However, the effectiveness of this feedback has raised concern and has a wide-ranging review of research findings. This paper presents research findings to build a picture of the extent to which the impact of feedback as a constructivist paradigm of teaching and learning can promote best practice design intent in 3D CAD Modelling. The resulting data set, comprised of 114 higher education students, is used to discuss the impact of assessment and feedback, comparing semesters Spring 2011/12 and Spring 2012/13. The 2012/13 cohort received formative assessment feedback from a task analysis. This evidenced an upsurge in understanding in best practice design intent in 3D CAD parametric modelling, supported by an effect size of 0.534.