Project evaluation automation for computer aided design course projects in technical education
Abstract
As is the case in all education systems, assessment in computer-aided design (CAD) education must be objective and carried out using standardised methods. The large number of students, and the fact that students’ understanding of design and their proficiency in using CAD software may remain at a low level, are among the problems encountered in practical CAD assessment processes. In some cases, these problems can hinder objective assessment. This study aims to provide objective and standardised contributions to the decision-support and examination assessment mechanisms for teaching staff by comparing vector data obtained from CAD software such as AutoCAD. The main research topics of this study were: how to develop digital assessment methods within the context of CAD training; the effects of data similarity ratios in digital assessment systems on decision-support mechanisms; and the potential impacts of automated examination assessment on the CAD training process. Automation can significantly shorten exam evaluation times, reduce human error, and provide students with a fairer, more objective assessment process. This standardized and transparent approach will lay the groundwork for a sustainable technical education ecosystem that can lighten the workload of academic staff, increase their efficiency, and reinforce student confidence. Preliminary tests conducted on ten project files have shown that the developed system can achieve an average 40% time saving in exam evaluation times and increase the accuracy rate in detecting object-based geometric errors for ten sample projects compared to traditional manual assessment methods. Comparison based on the necessary matching was applied without error in each sample.
