Evaluating Student Performance in CAD Education: A CAP-Based Analysis of Course Outcomes
Evaluating Student Performance in CAD Education: A CAP-Based Analysis of Course Outcomes
Kausalyah Venkatason1*, Shasthri Sivaguru2
1Faculty of Mechanical Engineering, University Technology Mara, Shah Alam Campus, 40450 Selangor Darul Ehsan, Malaysia
2School of Engineering & Physical Sciences, Heriot Watt University Malaysia, Precinct 5, 62200 Putrajaya, Wilayah Persekutuan Putrajaya, Malaysia
*Corresponding author
Publication Information
Journal Title: International Journal of Research and Innovation in Social Science (IJRISS)
Author(s):Kausalyah Venkatason*, Shasthri Sivaguru
Published On: 03/14/2026
Volume: 9
Issue:3s
First Page: 4172
Last Page: 4181
ISSN: 2454-6186
Cite this Article Kausalyah Venkatason*, Shasthri Sivaguru, Evaluating Student Performance in CAD Education: A CAP-Based Analysis of Course Outcomes,
Volume 9 Issue 3s, International Journal of Research and Innovation in Social Science (IJRISS),4172-4181, Published on 03/14/2026, Available at https://rsisinternational.org/journals/ijriss/articles/evaluating-student-performance-in-cad-education-a-cap-based-analysis-of-course-outcomes/
Abstract
Computer-Aided Design (CAD) education plays a vital role in shaping the technical proficiency of engineering and design students. However, assessing student performance in CAD courses often relies heavily on subjective grading and inconsistent evaluation metrics. This study introduces a structured framework using the Course Attainment Parameters (CAP) methodology to evaluate student outcomes in a standardized and objective manner. By aligning course objectives with measurable performance indicators, the CAP-based approach enables a more transparent assessment of individual and collective student progress. Data were collected from students in the October 2024 – February, 2025 cohort, of a public university in Malaysia. The students were enrolled in the third semester’s core CAD course, encompassing both theoretical understanding and practical skill development. The analysis involved mapping student performance to predefined Course Outcomes (COs), with each outcome weighted based on its relevance and complexity. The CAP-based assessment revealed strong attainment in affective and psychomotor domains, with over 93% of students achieving satisfactory or higher in CO3 to CO5. However, significant learning gaps were identified in theoretical understanding (CO1) which measured the cognitive competency, where only 57.8% of students met the minimum competency level. CO2 however had an acceptable measurement of 80.4% indicating clearly that this cohort of students are more skilled in the psychomotor and affective domains. This study demonstrates the effectiveness of CAP as a tool for continuous course enhancement and as a feedback mechanism for both instructors and students. The findings support the integration of outcome-based education (OBE) principles to elevate the quality and consistency of CAD education across institutions.
Keywords:
Computer-Aided Design (CAD), Course Attainment Parameter (CAP), Course Outcomes, Outcome-Based Education (OBE), Student Attainment.