During the past two or three decades an understanding about engineering graphics teaching in technical universities has undergone severe changes. Conflicting views have been identified between learners’ expectations and students’ achievements — whether their learning is to achieve their own complex goals or to prepare the students to meet the needs of stakeholders of the contemporary economy in the fast changing IT environment. A measurable evaluation method is required to argue the course outcomes. An engineering graphics literacy assessment method for the engineering graphics course with the use of parametric modelling software was developed and tested during the 2011 Fulbright Scholarship project at the North Carolina State University, USA. Later the students guided by the staff from two universities in Latvia, one in Croatia, and one in the Russian Federation joined the research to test the suggested methodology. The method is based on the assessment of students’ ability to interpret mechanical assembly drawing within limited time to prove their spatial reasoning by making 3D models or 2D.