ABSTRACT The ability to visualize complex assemblies in the mind’s eye is an important skill for both designers and engineers. The visualization skills of beginning students in both fields are typically tested using stan­ dardized tests that use paraline projections (parallel projections or axonometric projections) to represent real objects in space. The assumption is that these representational systems have no effect on student’s performance. Here we challenge that assumption, and offer arguments why this question bears re-visiting.

Keywords: Visualization, Visualization Assessment, Representational Systems