Abstract
Finding methods of validating rubrics forsignificant “capstone” experiences, including fourth yeardesign projects and the research-oriented thesis, can bechallenging, given the large number of individualstypically involved in the assessment of studentdeliverables. This paper describes a methodology forusing student focus groups to support the validation of arubric for a fourth year thesis course in a largeEngineering Program, and the results from these focusgroups. Through focus group discussion and activitysheets used in the focus groups, a number of interestinginsights were raised about both the rubric, namely: a lackof consultation by the students with the rubric until thefinal stages of writing the final report; concerns andinconsistencies in the perception of how supervisors willuse the rubric; a perceived lack of focus on process andproject experience-related criteria and concerns with thelevel of expectation of the project experience-relatedcriteria that are present, and other concerns related toterminology and distance between rubric descriptors. Thefocus group provided a useful forum for discussion oncourse experience and assessment, effectively allowingstudents to both individually reflect, and build on eachother’s ideas and suggestions.
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