In engineering education, it is of great concern that students may not be capable of transferring the skills they have gained from their education to real-world problems. The industry is also encouraging the Polytechnics to expose students to multifaceted, complex problems where there are no fixed standard answers to one problem. These apprehensions have given rise to the use of authentic assessment in CDIO for the Year-3 module Structural BIM eSubmission in the Diploma in Civil Engineering with Business. These paper aims to discuss the use of authentic assessment in CDIO project in the module Structural BIM eSubmission and how it can help to prepare students for the industry by providing opportunities for them to use the knowledge gained from the 35 modules they learned over the last two years to work on a real-world project (three-storey high bungalow house), a CDIO project through the stages of Conceive-Design-Implement-Operate. Authentic assessment is infused into this project, aiming to achieve the four elements highlighted by Gulikers et al. (2004) as follows:
(a) product and performance produced in real-life
(b) making valid inferences
(c) a full array of tasks and multiple indicators of learning
(d) presentation of work
This paper also discussed the potential of the CDIO project with an authentic assessment to adequately assess all the capacities and outcomes we want to recognise and help in student's learning and its success factor for implementation. AA has the potential to adequately assess all the capacities and outcomes we want to recognise and helps in student's learning. We should work towards minimising the impact of the above-discussed problems because, at the polytechnic level, we have more valid reasons, resources, and support from the industry to drive AA.