Under dual conditions of the background of professional certification in engineering education and the background of informationization, change, and emphasis on individuality, the reform of structural model design courses faces many new challenges. Through comparative analysis and discussion of non-standardized answers, actual combat assessment methods and traditional assessment methods, it can be found that the non-standardized answer assessment methods have the characteristics of full-process evaluation, comprehensive training, and dynamic improvement, which are conducive to cultivating students' comprehensive ability to solve complex engineering problems and improving the quality of students' course learning. The applicability of the curriculum, the transformation of teaching and learning ideas, and the guarantee of related systems are the key points of implementing non-standardized answers and practical curriculum assessment methods. The questionnaire survey about students’ satisfaction with the course were conducted. The result of statistical analysis shows that the students’ satisfaction degree of this course is as high as 94.73%, which indicates that students highly recognize the curriculum teaching reform.