ABSTRACT: The power, speed and sophistication of software for computer-aided design (CAD) drafting has revolutionized the design process and the productivity of experienced users. Assessment and mark-up of student drawings in a university class is still time-consuming and requires teaching assistants to be well-versed and proficient. This bottleneck can slow the learning of students if they are not provided with timely and proficient feedback. Software can be developed that uses the quantitative information stored in electronic files for direct comparison with a solution. This however requires an appropriate learning/teaching approach that is complementary with the assessment approach. A learning approach with complementary assessment is outlined along with the developed software for the assessment of large numbers of student submissions in a university level engineering course on drafting.
David S. Nobes (Fri,) studied this question.
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