Navigating the Complexities of CAD Assessment: Challenges and Solutions for High School Students in Harare Schools

Blessing Hove
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Blessing Hove: St Ignatius College, Zimbabwe

International Journal of Latest Technology in Engineering, Management & Applied Science, 2025, vol. 14, issue 1, 98-103

Abstract: This study provides an in-depth examination of the multifaceted challenges teachers encounter when assessing CAD designs in Harare schools. The research focuses on the diversity of student abilities and learning approaches, highlighting the complexities involved in creating fair and equitable assessments. It explores how educators can balance the need to evaluate both advanced and novice students effectively, ensuring that all students receive a fair assessment of their skills. A significant focus is placed on the inherent subjectivity involved in assessing creative CAD projects. The study investigates the tension between fostering student innovation and adhering to standardized evaluation criteria. This balance is crucial in maintaining both the integrity of the assessment process and the encouragement of student creativity. The study also proposes practical solutions and strategies aimed at helping educators navigate these complexities. this study aims to contribute to the broader understanding of CAD education in high schools, offering insights that can help educators enhance their assessment practices and better support student learning in the field of computer-aided design.

Date: 2025
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