Assessing Design Ability through a Quantitative Analysis of the Design Process

Current educational practices presume engineering students develop design skills through dedicated courses and projects. There are many variations in how the projects implemented, causing disagreement between educators on most effective methods. Few assessment tools exist to evaluate these claims, no quantitative were found that provide with an immediate formative evaluation of their ability. We created online, ability tool compare approaches experienced engineers. This article explores whether can be assessed quantitatively this tool. Significant findings include following. Experienced engineers use fewer steps than estimate project would require more time both student groups. First-year extraneous steps, produce wrong product, least likely iterate, exceed target number hours. Second- fourth-year utilized developing alternative solutions demonstrated knowledge gained from previous experience. Because align literature, we conclude aspects using a tool, which provides development feedback or course.