Advancing Skill-Based Assessment in Masonry Education with 3D Wall Scanning

Words: Conner BirdsongPhotos: MCAA

Over the past year, we’ve had the opportunity to demonstrate a cutting-edge 3D wall scanner at a variety of masonry competitions and career exploration events across the region, and the response has been overwhelmingly positive. Students, instructors, and industry observers alike have expressed strong interest in how this technology can revolutionize the way we evaluate masonry work. The scanner itself—commercially available and remarkably user-friendly—captures precise measurements of student-built walls, offering a level of accuracy and consistency that traditional visual assessments often lack.

 

What truly sets this initiative apart is the custom evaluation software currently being developed by the MCAA software development team. Once complete, this tool will streamline the evaluation process by providing fast, objective, and standardized feedback on masonry projects. Most importantly, this technology will help drive a shift toward more skill-based assessment models—placing emphasis on hands-on performance rather than relying primarily on written tests to gauge student learning. By evaluating craftsmanship directly, we can better align instruction with real-world job site expectations and more accurately reflect a student’s readiness for the workforce.



What’s especially exciting is that the masonry trade is helping lead the charge when it comes to integrating advanced technology into career and technical education. While many view construction trades as slow to adapt, masonry is proving that tradition and innovation can go hand in hand. By embracing tools like the 3D wall scanner and its forthcoming evaluation software, we are setting a new standard—not only for how we teach and assess students, but for how the trades can evolve to meet the future. It’s a powerful example of how technology can preserve craftsmanship, improve education, and elevate the perception of skilled trades across the board.

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