Recent advancements in Artificial Intelligence (AI) have created new opportunities to enhance teaching and learning in engineering education. Among these, ChatGPT, an AI language model developed by OpenAI, has gained significant popularity for its ability to generate human-like responses, explain technical concepts, and support problem-solving. While much of the current discourse focuses on student use of ChatGPT, its potential to assist instructors in designing assessments and providing feedback remains underexplored. This gap is particularly relevant in design and manufacturing engineering courses, where instructors often face challenges in crafting open-ended questions, programming-based assessments, and grading complex student submissions with consistency and clarity. To address this gap, this paper investigates the use of ChatGPT as a digital assistant to support assessment-related tasks in design and manufacturing engineering education. Using a reflective case study approach, the work evaluates ChatGPT across five key use cases: (i) Designing Multiple-Choice Questions, (ii) Designing Descriptive Questions, (iii) Designing Computational and Analytical Questions, (iv) Designing
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