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Design automation in mechanical engineering requires students not only to obtain competences in the application of computer aided design software and the creation of knowledge-based product models. Future knowledge engineers need e.g. communicational skills in order to acquire the relevant knowledge for later implementation in design automation systems, or skills for planning, modeling and exploring a design solution space. In a flipped classroom setup, where the responsibility for the learning process and thus several degrees of freedom regarding topics and their weighting are transferred to the students, a later summative assessment needs to fulfill two basic requirements: First to reflect the individual learning progress of a student, second to discover if the higher learning goals of the course are met. Constructive alignment is a technique to relate teaching activities, learning outcomes and assessment to each other and to the competences that a learner should acquire. The present paper reports about the assessment for a flipped classroom design automation lecture. Starting from the educational objectives and the learning activities, two different assessment mechanisms are characterized: A semester project where two or three students works as a team of knowledge engineers to create a knowledge-based engineering system, e.g. a product configurator, and an oral exam where each student has the opportunity to report about his or her individual learning process and dispute this with the teaching staff.

Keywords:

Constructive Alignment, Flipped Classroom, Design Automation