DESIGNING A RUBRIC TO ASSESS THE MODELLING PHASE OF STUDENT DESIGN PROJECTS IN UPPER YEAR ENGINEERING COURSES

Abstract

In order to bridge the gap between a student’s understanding and an instructor’s perception of subject mastery, it is important to assess upper year capstone design projects in a way which targets the important aspects within each stage in the design process while providing feedback that is instructive and helpful. Using the design process itself a rubric was created that assesses a student’s mastery of the modelling phase of the design project (as defined by Dominik). The rubric assesses students in two areas: key concepts and key steps. These areas fully encompass the goals of the modeling phase, not only in terms of the project’s completion, but also relate to the learning goals that instructors should have for the student, as well as providing feedback that can help develop a student’s mastery of the topic area.