Abstract
An assignment analysis was carried out according to Bloom's taxonomy for basic and advanced Engineering Graphics courses. Assignments for the first basic course cover the first three levels of Bloom's taxonomy: remembering, understanding and applying, with some elements of creativity. Assignments for the advanced course cover the upper three levels of Bloom's taxonomy: analysing, evaluating and creating. To stimulate student interest in purposeful learning it is essential to strike a balance between student engagement and the courses' learning outcomes as determined by the curriculum. To achieve these goals the following course structure possibilities were analysed: creative elements in assignments; continuous and formative assessment with two-phase feedback; premium grading points; and external motivators.
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