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 readers 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

Developing (ABET L3)

3
4

Mastering (ABET L5)

5

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 ones 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