Abstract:

Computer Aided Design is a constant in the engineering degree studies carried out at the Universitat Jaume I (UJI). The present work focuses on two subjects specifically: Computer Aided Design II (CAD II) offered in the sixth semester of Bachelor degree in Industrial Design and Product Development Engineering and Technical Graphics Communication (TGC) offered in the first year course along the second semester. The TGC syllabus is the same in several Bachelor’s Degree of Engineering (Mechanical, Industrial Technology, Electrical, and Chemical Engineering). Both subjects, CAD II and TGC, are compulsory and have 6 ECTS credits, but with different distribution between the number of hours taught in lecture room and number of hours in computer laboratory. CAD II is weekly distributed with one hour in lecture room and three laboratory hours, whereas TGC has a distribution two to two.

In these two subjects an experience was carried out during course 2020-2021. During the course (CAD II and TGC), students took two midterm assessments. In order to prepare it, students were asked to solve a preparatory exam during the practical session in the week leading up to the midterm assessment in case of CAD II, and during their free time in the previous week for the midterm assessment in case of TGC. After solving this preparatory exam, students used evaluations rubrics to evaluate their own work in case of CAD II (self-assessment evaluation), and the solution presented by other students (peer assessment) in case of TGC students. In the second case, the evaluation between students was randomly assigned by teachers. Finally, students’ opinion about the experience was collected by a questionnaire. These questionnaires were collected to know their preferences as well as of the benefits of the use of the two methodologies.

With the initiative, we expected students reinforce a number of competences, aptitudes and attitudes such as collaboration, teamwork, self-assessment and peer assessment in order to learn from their own experience and transmitting knowledge. The experience wants to promote the self-learning in the students, encourage the continued learning along the course, and also which are the evaluation preferences of the students.

The results of both questionnaires showed that the knowledge of the students in this moment and the effectiveness of both self-assessment and peer assessment were positively evaluated. Furthermore, students considered a good practice to continue applying this methodology for the following midterm assessments.

Keywords:

Computer Aided Design, CAD, self-learning, self-assessment, Bachelor’s Degree of Engineering, Technical Graphics Communication.