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Use Of Rubrics For Assessment Of A Senior Project Design Course

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2006 Annual Conference & Exposition


Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006



Conference Session

Assessment & TC2K Methods

Tagged Division

Engineering Technology

Page Count


Page Numbers

11.1372.1 - 11.1372.30



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Paper Authors


Ahmed Khan DeVry University-Addison Orcid 16x16

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Ahmed S. Khan, Ph.D. is a senior Professor in the EET dept. at DeVry University, Addison, Illinois. He received his M.Sc (applied physics) from University of Karachi, an MSEE from Michigan Technological University, and an MBA from Keller Graduate School of Management. He received his Ph.D. from Colorado State University. His research interests are in the areas of Fiber Optics Communications, faculty development, and outcomes assessment, and, Internet and distance education. He is author of “The Telecommunications Fact Book” and co-author of “Technology and Society: Crossroads to the 21st Century” and “Technology and Society: A Bridge to the 21st Century.” He is a member of IEEE, ASEE, ASQ, and LIA.

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Robert Lawrence DeVry University

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Professor Robert Lawrence has been teaching writing and speaking at DeVry for over 20 years. He also serves as a General Education advisor for the EET/CET senior project class. He received a B.A. in English from the State University of New York at Stony Brook and an M.A. in English from the University of Iowa. Frag: Fragments in Context, educational software he wrote and programmed, was published by the Learning Seed. He was recently selected by the Chicago Poetry Society to present some of his poetry at Chicago’s annual Around the Coyote festival.

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Use of Rubrics for Assessment of a Senior Project Design Course


Rubrics are becoming an essential link between instruction and assessment. This paper describes the application of rubrics to gauge the performance, skills, and competencies of students as they complete their senior projects in the EET and CET programs at DeVry University, Addison, IL.

ABET’s requirement for accredited programs to implement outcomes-based models has stimulated the growth of formalized assessment programs within the engineering and engineering technology communities.

The use of rubrics as an assessment tool allows faculty to: (a) Improve student performance by collecting data on student skills and competences, and (b) validate that students are achieving course and program objectives.

The senior project is a two-semester course sequence in which the students synthesize their previous coursework. Students are required to plan, design, implement, document, and present the solution to a software/hardware engineering problem.

Faculty use rubrics for the assessment of project proposal development in the eight semester and for project implementation in form of prototype development and demonstration in the ninth semester. Feedback from the rubrics is used to take corrective action to improve the course sequences, program objectives, and instructional delivery.

I. Introduction

A rubric is an assessment tool that allows instructors to enhance the quality of direct instruction by providing focus, emphasis and attention to details as a model for a completed product, project or behavior.

There are two types of rubrics that are used for assessment: Analytic and Holistic. An analytic rubric identities and assesses the components of a completed project, and a Holistic rubric assess student work as a whole (see Table 11).

Table 1. Analytic vs. Holistic Characteristic Analytic Holistic Number of elements Several Few Inter-rater reliability High/more difficult Moderate/less difficult Scoring time More Less

Khan, A., & Lawrence, R. (2006, June), Use Of Rubrics For Assessment Of A Senior Project Design Course Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--1336

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