Engineering Capstone RubricCourse Student

Written CommunicationEmerging (ABET L1)Developing (ABET L3)Mastering (ABET L5)

123456

ContentText rambles, key points are not clearArticulates ideas, but writing is somewhatdisjointed, superfluous or difficult to followArticulates ideas clearly and concisely

OrganizationLittle or no structure or organization; nosubheadings or proper paragraph structureMaterial is generally organized well, butparagraphs combine multiple thoughts or sections and sub-sections and are not identified clearlyOrganizes written materials in a logical sequenceto enhance the readers comprehension(paragraphs, subheadings, etc.)

MechanicsSpelling/ grammar errors present throughoutmore than 1/3 of the paperOne or two spelling/ grammar errors per pageGrammar and spelling are correct

Figures/ GraphicsNo figures or graphics are used at allFigures or graphics are present, but are flawed(axes mislabeled, no data points, etc.)Figures or graphics are all in proper format andaccurate

Style/ ProfessionalismWriting style is inappropriate for assignment andaudience; work is not neatly presentedStyle is informal or inappropriate, jargon is used(improper voice, tense, etc.); work is not neatly presented throughoutUses appropriate professional writing style;written work is neatly presented throughout

FormatPrescribed format is not followedPrescribed format is only followed in someportions of the paperConforms to prescribed format

Score for Written Communication /36

Oral CommunicationEmerging (ABET L1)Developing (ABET L3)Mastering (ABET L5)

123456

PresentationPresentation is inappropriately short or long; talkis poorly organizedPresents key elements of an oral presentationPlans and delivers an oral presentationeffectively; presentation is well organized

DetailOmits key results during presentationPresentation contains excessive or insufficientdetail for level of audience or time allowedPresentation has enough detail and appropriatetechnical content for audience needs and time constraints

Mechanical AspectsMajor difficulties with the mechanical aspects ofthe presentationHas some minor difficulties with the mechanicalaspects of the presentationPresents well mechanically

English UsageUses poor EnglishOccasionally uses an inappropriate style ofEnglish (e.g., too conversational, use of jargon, etc.)Uses proper American English

Visual AidsMultiple slides are unclear or incomprehensibleVisual aides have minor errors and are notalways clearly visibleUses visual aids effectively

Personal AppearanceAppearance is poorAppearance is too casual for the circumstancesProfessional Appearance

Question and AnswerDoes not listen carefully to questions, does notprovide an appropriate answer, or is unable to answer questions about presentation materialSometimes misunderstands questions, does notrespond appropriately to audience, or has some trouble answering questionsListens carefully and responds to questionsappropriately; is able to explain and interpret results for audience and purpose

Score for Oral Communication /42

Critical Thinking SkillsEmerging (ABET L1)Developing (ABET L3)Mastering (ABET L5)

123456

Identifies andconsider the influence of context and assumptionsDoes not recognize context or surface assumptions and underlying ethical implications or does so superficiallyProvides some recognition of context and consideration of assumptions and their implicationsIdentifies influence of context and questions assumptions addressing ethical dimensions underlying the issue

Develops, presents and communicates OWN perspective, hypothesis or positionAddresses a single source or view of the argument, failing to clarify the established position relative to ones own; position or hypothesis is clearly inherited or adopted with little original considerationPosition demonstrates ownership for constructing knowledge or framing original questions, integrating objective analysis and intuition; presents own position or hypothesis, though inconsistentlyClearly presents and justifies own view or hypothesis while qualifying or integrating contrary views or interpretations; appropriately identifies own position on the issue

Presents, assesses, and analyzes appropriate supporting data/ evidenceNo evidence of search, selection or source evaluation skills; does not distinguish among fact, opinion, and value judgments; conflates cause and correlation; presents evidence and ideas out of sequenceDemonstrates adequate skill in searching, selecting, and evaluating sources to meet information needs; discerns fact from opinion and may recognize bias in evidence, although attribution is inappropriate; distinguishes causality from correlation, though presentation may be flawedEvidence of search, selection, and source evaluation skills; notable identification of uniquely salient resources; demonstrates understanding of how facts shape but may not confirm opinion; recognizes bias, including selection bias; correlations are distinct from causal relationships between and among ideas

Integrates issue using other (disciplinary) perspectives and positionsLittle integration of perspectives and little or no evidence of attending to others views; no evidence of reflection or self-assessment; adopts a single idea or limited ideas with little question; if more than one idea is presented, alternatives are not integratedAcknowledges and integrates different ways of knowing; some evidence of reflection and/or self-assessment; rough integration of multiple viewpoints and comparison of ideas or perspectives ; ideas are investigated and integrated, but in a limited wayFully integrated perspectives from variety of sources; any analogies are used effectively; integrates own and others ideas in a complex process of judgment and justification; clearly justifies own view while respecting views of others

Identifies and assesses conclusions, implications and consequencesFails to identify conclusions, implications, and consequences, or conclusion is a simplistic summary; conclusions presented as absolute, and may attribute conclusion to external authorityConclusions consider or provide evidence of consequences extending beyond a single discipline or issue. Presents implications that may impact other people or issues; presents conclusions as relative and only loosely related to consequences. Implications may include vague reference to conclusionsIdentifies, discusses, and extends conclusions, implications, and consequences. Considers context, assumptions, data, and evidence; qualifies own assertions with balance; conclusions are qualified and consequences are considered and integrated; implications are clearly developed, and ambiguities are considered

Critical Thinking Score /30Total Score for Rubric