The possibility of automatic evaluation in online exams offers the advantage of automatic evaluation compared to paper-based exams with manual assessment. Nevertheless, teachers and students have major concerns about digital exams e.g. students are afraid of getting worse grades due to reduced inputs and determined evaluation steps. To analyze these concerns for Engineering Design Education this paper investigates to what extent can be found differences in the results between digital and paper-based examination formats when assessing the same learning outcomes with the same tasks about dimensioning machine elements. The paper contains the transformation of existing paper-based exam tasks into digital automatic evaluable tasks and the data from students participating in a digital exam are compared with data from students with a paper-based exam.
