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2011•Proceedings of the Canadian Engineering Education Association (CEEA)Open access

EXPERIENCE AND REFLECTION ON THE USE OF RUBRICS FOR SENIOR CAPSTIONE DESIGN COURSE ASSESSMENT

Robert W. Brennan, Theodor I. Freiheit, Tayyaba Khan, S. Spiewak

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Abstract

In this paper we report on our experience with the use of rubrics for the assessment of senior capstone design reports and presentations. The motivation for this approach to assessment was to create tools that have clear requirements, are clearly linked to the course objectives, are flexible, and are fair. The paper provides a summary of the main rubrics used for assessment as well as an analysis of their use both in the form of student feedback and the authors’ general impressions.

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In this paper we report on our experience with the use of rubrics for the assessment of senior capstone design reports and presentations. The motivation for this approach to assessment was to create tools that have clear requirements, are clearly linked to the course objectives, are flexible, and are fair. The paper provides a summary of the main rubrics used for assessment as well as an analysis of their use both in the form of student feedback and the authors’ general impressions.

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Available abstract

In this paper we report on our experience with the use of rubrics for the assessment of senior capstone design reports and presentations. The motivation for this approach to assessment was to create tools that have clear requirements, are clearly linked to the course objectives, are flexible, and are fair. The paper provides a summary of the main rubrics used for assessment as well as an analysis of their use both in the form of student feedback and the authors’ general impressions.

Key concepts: Rubric, Course (navigation), Capstone, Peer assessment, Reflection (computer programming), Capstone course, Standards-based assessment, Computer science

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EXPERIENCE AND REFLECTION ON THE USE OF RUBRICS FOR SENIOR CAPSTIONE DESIGN COURSE ASSESSMENT — Research Paper | ScholarLens