Assessment of learning should aim to enhance student performance as an integral part of the educative process (Fox-Turnbull, 2002). As a form of assessment, feedback on student learning has been identified as the most effectual of teacher inputs on student achievement (Hattie, 2009). This is especially the case for student learning in both the cognitive and psychomotor domain (Wisieniewski, Ziera & Hattie, 2020).

While ways and means of evaluating and providing feedback on student learning in the cognitive domain are well established, the literature about approaches and tools for doing so in the psychomotor domain is very limited. This is compounded in technology and design education, where research into assessment as a whole needs to be further explored (Hartell, 2018). This paper makes a contribution by presenting and discussing an approach to identifying and evaluating progress in psychomotor skill development.