Engineering Rubric_All Capstone Courses
Content
Engineering Capstone Rubric
Course
Student
Written Communication
Developing (ABET L3)
3
4
Articulates ideas, but writing is somewhat
disjointed, superfluous or difficult to follow
Material is generally organized well, but
paragraphs combine multiple thoughts or
sections and sub-sections and are not identified
clearly
One or two spelling/ grammar errors per page
Mastering (ABET L5)
5
6
Articulates ideas clearly and concisely
Figures or graphics are present, but are flawed
(axes mislabeled, no data points, etc.)
Style is informal or inappropriate, jargon is used
(improper voice, tense, etc.); work is not neatly
presented throughout
Prescribed format is only followed in some
portions of the paper
Figures or graphics are all in proper format and
accurate
Uses appropriate professional writing style;
written work is neatly presented throughout
Emerging (ABET L1)
1
2
Presentation is inappropriately short or long; talk
is poorly organized
Omits key results during presentation
Developing (ABET L3)
3
4
Presents key elements of an oral presentation
English Usage
Major difficulties with the mechanical aspects of
the presentation
Uses poor English
Visual Aids
Multiple slides are unclear or incomprehensible
Personal Appearance
Question and Answer
Appearance is poor
Does not listen carefully to questions, does not
provide an appropriate answer, or is unable to
answer questions about presentation material
Has some minor difficulties with the mechanical
aspects of the presentation
Occasionally uses an inappropriate style of
English (e.g., too conversational, use of jargon,
etc.)
Visual aides have minor errors and are not
always clearly visible
Appearance is too casual for the circumstances
Sometimes misunderstands questions, does not
respond appropriately to audience, or has some
trouble answering questions
Mastering (ABET L5)
5
6
Plans and delivers an oral presentation
effectively; presentation is well organized
Presentation has enough detail and appropriate
technical content for audience needs and time
constraints
Presents well mechanically
Content
Emerging (ABET L1)
1
2
Text rambles, key points are not clear
Organization
Little or no structure or organization; no
subheadings or proper paragraph structure
Mechanics
Spelling/ grammar errors present throughout
more than 1/3 of the paper
No figures or graphics are used at all
Figures/ Graphics
Style/ Professionalism
Writing style is inappropriate for assignment and
audience; work is not neatly presented
Format
Prescribed format is not followed
Score for Written Communication
Organizes written materials in a logical sequence
to enhance the reader’s comprehension
(paragraphs, subheadings, etc.)
Grammar and spelling are correct
Conforms to prescribed format
/36
Oral Communication
Presentation
Detail
Mechanical Aspects
Score for Oral Communication
/42
Presentation contains excessive or insufficient
detail for level of audience or time allowed
Uses proper American English
Uses visual aids effectively
Professional Appearance
Listens carefully and responds to questions
appropriately; is able to explain and interpret
results for audience and purpose
Critical Thinking Skills
Emerging (ABET L1)
1
2
Developing (ABET L3)
3
4
Mastering (ABET L5)
5
6
Identifies and
consider the influence
of context and
assumptions
Does not recognize context or surface
assumptions and underlying ethical implications
or does so superficially
Provides some recognition of context and
consideration of assumptions and their
implications
Identifies influence of context and questions
assumptions addressing ethical dimensions
underlying the issue
Develops, presents
and communicates
OWN perspective,
hypothesis or position
Addresses a single source or view of the
argument, failing to clarify the established
position relative to one’s own; position or
hypothesis is clearly inherited or adopted with
little original consideration
Position demonstrates ownership for
constructing knowledge or framing original
questions, integrating objective analysis and
intuition; presents own position or hypothesis,
though inconsistently
Clearly 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/
evidence
No 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 sequence
Demonstrates 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 flawed
Evidence 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
positions
Little 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 integrated
Acknowledges 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 way
Fully 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
Fails to identify conclusions, implications, and
consequences, or conclusion is a simplistic
summary; conclusions presented as absolute, and
may attribute conclusion to external authority
Conclusions 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 conclusions
Identifies, 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
Identifies and
assesses conclusions,
implications and
consequences
Critical Thinking Score
Total Score for Rubric
/30
Course
Student
Written Communication
Developing (ABET L3)
3
4
Articulates ideas, but writing is somewhat
disjointed, superfluous or difficult to follow
Material is generally organized well, but
paragraphs combine multiple thoughts or
sections and sub-sections and are not identified
clearly
One or two spelling/ grammar errors per page
Mastering (ABET L5)
5
6
Articulates ideas clearly and concisely
Figures or graphics are present, but are flawed
(axes mislabeled, no data points, etc.)
Style is informal or inappropriate, jargon is used
(improper voice, tense, etc.); work is not neatly
presented throughout
Prescribed format is only followed in some
portions of the paper
Figures or graphics are all in proper format and
accurate
Uses appropriate professional writing style;
written work is neatly presented throughout
Emerging (ABET L1)
1
2
Presentation is inappropriately short or long; talk
is poorly organized
Omits key results during presentation
Developing (ABET L3)
3
4
Presents key elements of an oral presentation
English Usage
Major difficulties with the mechanical aspects of
the presentation
Uses poor English
Visual Aids
Multiple slides are unclear or incomprehensible
Personal Appearance
Question and Answer
Appearance is poor
Does not listen carefully to questions, does not
provide an appropriate answer, or is unable to
answer questions about presentation material
Has some minor difficulties with the mechanical
aspects of the presentation
Occasionally uses an inappropriate style of
English (e.g., too conversational, use of jargon,
etc.)
Visual aides have minor errors and are not
always clearly visible
Appearance is too casual for the circumstances
Sometimes misunderstands questions, does not
respond appropriately to audience, or has some
trouble answering questions
Mastering (ABET L5)
5
6
Plans and delivers an oral presentation
effectively; presentation is well organized
Presentation has enough detail and appropriate
technical content for audience needs and time
constraints
Presents well mechanically
Content
Emerging (ABET L1)
1
2
Text rambles, key points are not clear
Organization
Little or no structure or organization; no
subheadings or proper paragraph structure
Mechanics
Spelling/ grammar errors present throughout
more than 1/3 of the paper
No figures or graphics are used at all
Figures/ Graphics
Style/ Professionalism
Writing style is inappropriate for assignment and
audience; work is not neatly presented
Format
Prescribed format is not followed
Score for Written Communication
Organizes written materials in a logical sequence
to enhance the reader’s comprehension
(paragraphs, subheadings, etc.)
Grammar and spelling are correct
Conforms to prescribed format
/36
Oral Communication
Presentation
Detail
Mechanical Aspects
Score for Oral Communication
/42
Presentation contains excessive or insufficient
detail for level of audience or time allowed
Uses proper American English
Uses visual aids effectively
Professional Appearance
Listens carefully and responds to questions
appropriately; is able to explain and interpret
results for audience and purpose
Critical Thinking Skills
Emerging (ABET L1)
1
2
Developing (ABET L3)
3
4
Mastering (ABET L5)
5
6
Identifies and
consider the influence
of context and
assumptions
Does not recognize context or surface
assumptions and underlying ethical implications
or does so superficially
Provides some recognition of context and
consideration of assumptions and their
implications
Identifies influence of context and questions
assumptions addressing ethical dimensions
underlying the issue
Develops, presents
and communicates
OWN perspective,
hypothesis or position
Addresses a single source or view of the
argument, failing to clarify the established
position relative to one’s own; position or
hypothesis is clearly inherited or adopted with
little original consideration
Position demonstrates ownership for
constructing knowledge or framing original
questions, integrating objective analysis and
intuition; presents own position or hypothesis,
though inconsistently
Clearly 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/
evidence
No 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 sequence
Demonstrates 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 flawed
Evidence 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
positions
Little 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 integrated
Acknowledges 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 way
Fully 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
Fails to identify conclusions, implications, and
consequences, or conclusion is a simplistic
summary; conclusions presented as absolute, and
may attribute conclusion to external authority
Conclusions 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 conclusions
Identifies, 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
Identifies and
assesses conclusions,
implications and
consequences
Critical Thinking Score
Total Score for Rubric
/30
