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2006-2369: USE OF RUBRICS FOR ASSESSMENT OF A SENIOR PROJECTDESIGN COURSE
Ahmed Khan, DeVry University-AddisonAhmed 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 fromMichigan 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 ofFiber Optics Communications, faculty development, and outcomes assessment, and, Internet anddistance 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: ABridge to the 21st Century.” He is a member of IEEE, ASEE, ASQ, and LIA.
Robert Lawrence, DeVry UniversityProfessor 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 receiveda B.A. in English from the State University of New York at Stony Brook and an M.A. in Englishfrom the University of Iowa. Frag: Fragments in Context, educational software he wrote andprogrammed, was published by the Learning Seed. He was recently selected by the ChicagoPoetry Society to present some of his poetry at Chicago’s annual Around the Coyote festival.
© American Society for Engineering Education, 2006
Page 11.1372.1
Use of Rubrics for Assessment of a Senior Project Design Course
Abstract
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
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The use of Rubrics as an assessment tool offers a number of advantages:
• Student learning can be gauged effectively
• Student’s areas of strengths and concern can be detected
• Accomplishments of the various tasks of a project can be evaluated effectively
II. CQI/Assessment Processes at DeVry University
Student success is measured by student performance, satisfaction, retention, and
placement.
EET/CET students learn the specialty technical knowledge necessary to enhance or
launch their careers, as well as acquiring the general education competencies, skills, and
values that help sustain their learning throughout their careers and add meaning to their
lives.
Like other baccalaureate programs at DeVry, the EET and CET programs include an
integrative senior project, where students work in teams to solve a real world problem
related to their major. Students demonstrate a wide range of competencies during the
course of the project, making the direct measurement of student academic achievement
via the senior project (EET-410L) and a companion general education capstone course,
(HUMN-432) a major part of assessment effort, and overall continuous quality
improvement (CQI) process at DeVry. Student outcomes assessment at DeVry serves as
the "check" function in the "Plan-Do-Check-Act" model for CQI (see Figure 1), which
emphasizes the iterative and ongoing nature of the process. A number of direct and
indirect indicators are also established against which the student learning/performance
outcomes are assessed.
Direct indicators of learning
• Pre- and post testing
• Oral examination/Research presentations
• Electronic portfolios
• Evaluation of capstone projects (EET-410L & HUMN-432)
Indirect indicators of learning
• Alumni survey
• Employers survey
• Graduation rates
• Retention rates
• Job placement data
Data collection methods:
• Assessment tools for EET-410L
Page 11.1372.3
• Essays and writing samples
• Portfolio collection of student work
• Surveys
• Focused group interviews
• Industrial advisory committee (IAC) input
• Use of external evaluators (TAC/ABET and NCA)
DeVry’s assessment activities have evolved naturally, in parallel with the changes in
DeVry's mission and resulting changes in programs. The primary components of DeVry’s
assessment processes are listed in Table 2.
Table 2. Assessment Processes at DeVry University
Assessment Tool Frequency of
administration
Results Action Taken
Student
Satisfaction Survey
Once per Year Performance
gaps revealed
Institute Review Team/deans reviews data and
recommend corrective actions
Student Evaluation
of Faculty (SIFF)
Every Semester for
all faculty for all
classes
Performance
gaps revealed
Institute Review Team/deans reviews data and
recommend corrective actions
Writing
Assessment
Program
Every Semester for
HUMN-432 class
performance
gaps revealed
Deans review data and recommend corrective
actions
Industrial Advisory
Board
Twice a year Board discusses
problems and
proposes solution
Ongoing process for program/course revisions
and improvements
Senior project
Course (EET-
410L) assessment
using national and
local assessment
tools.
[See Figure 2 and
Figure 3
Every semester Performance
gaps revealed
Deans / sequence committees review data and
take corrective action
Page 11.1372.4
Figure 1: Deming's Plan-Do-Check-Act Cycle
PLAN DO
CHECK ACT
Page 11.1372.5
Figure 2: Assessment Processes for EET/CET program
First Term Second Third Fourth Last Term
Corrective Actions Assessment
Capstone
Courses:
EET-410L
&
HUMN-432
Page 11.1372.6
Figure 3. Assessment Process for EET Senior Project (EET-410L)
EET senior projects for EET-410L are assessed
using national assessment tool
Assessment data is entered into the national
assessment database (DeVry-OBT)
DeVry-OBT generates reports based on EET-410L
assessment data and sends them to EET Dean for
review / corrective actions
EET Dean / Course sequence committees analyze
assessment data, and recommend and take corrective
actions to close the loop for the CQI process.
Page 11.1372.7
III. Use of Rubrics for the Senior Project Course Sequence
The senior project is a two-semester course sequence in which the students synthesize
knowledge and skills learnt in the previous courses. In the first course (EET-400, Project
management) students research, plan and develop a project proposal. And in the second
course (EET-410L, Senior Project Laboratory) students implement the project plan by
building and testing a prototype. The project involves a solution to a software/hardware-
based engineering problem.
In both course rubrics are used to evaluate students’ accomplishments of various tasks of
project design, planning and implementation phases.
The senior project course sequence also presents an excellent opportunity
to directly measure the competencies (program objectives) of EET/CET graduating
students. Two Rubrics, a national and a local, are used to evaluate each student on
achieving program objectives (competencies) based on direct observation. The national
assessment rubric is designed to gauge the student performance in achieving the program
objectives, and the assessment data is used to take corrective action in terms of
curriculum design and implementation. The local assessment tool is designed to identify
student strengths and weaknesses at course sequence level; the assessment data obtained
is used to take corrective action at local level (campus) by revising the course contents
and teaching methodologies at the lecture and laboratory levels.(see Rubric E and Rubric
F). Table 3 presents a summary of the use of Rubrics for the assessment of EET/CET
senior project and program objectives.
Page 11.1372.8
Table 3. Use of Rubrics for Assessment of EET/CET Senior Project and Program
Objectives
Assessment for Project
Phase
Semester/Time
for completion
of Project
Phases
Assessment
Tool
Results Action
Project Phase-I
Research: Project
Concept/Idea Generation
Eight/ 1-4 Rubric A Data reveals the
viability of
project concept
Project Faculty
approve/disapprove
the project
idea/concept.
Project Phase-II
Project Proposal/Plan
Development and Defense
Eight /5-14 Rubric B Data reveals the
viability of
project concept
Project Faculty
approve/disapprove
the project
proposal.
Project Phase-III
Project
Implementation/Prototype
development (Project
Status Check-I)
Ninth/1-4 Rubric C Data reveals the
accomplishment
of project tasks
with respect to
Gantt chart.
Faculty advises
students to take
corrective action in
terms of
accomplishment of
project with respect
to Gantt chart.
Project Phase-IV
Project
Implementation/Prototype
development (Project
Status Check-II)
Ninth/5-10 Rubric C Data reveals the
accomplishment
of project tasks
with respect to
Gantt chart, and
weaknesses and
limitations of
Prototype.
Faculty advises
students to take
corrective action in
terms of
accomplishment of
project with respect
to Gantt chart.
Project Phase-V
Project
completion/Demonstration
of Prototype/Project
defense in form of a
written report and an oral
presentation
Ninth/11-14 Rubric D
Data and
demonstration
determines the
accomplishment
of project
objective.
Faculty determines
if student
sussessfully
demonstrated the
accomplishment of
project
implementation.
Page 11.1372.9
Rubric E
Rubric F
Strengths and
weaknesses of
students’
competencies
revealed
Performance
gaps revealed
at course
sequence level
Program director
and curriculum
Manager
Deans / sequence
committees review
data and take
corrective action
Conclusion
The paper presented an overview of the use of Rubrics in the assessment of course and programs
objectives. Rubrics are easy to use and allow faculty to directly assess student knowledge-base,
skill levels and competencies in senior project course sequence. The faculty and deans find the
feedback useful for improving the CET/EET curriculum and student performance.
References
1. Rogers, Gloria (2005). ABET TEI Assessment Workshop 2.0, Baltimore, September 24, 2005.
2. Khan, Ahmed (2002). Culture of Assessment at DeVry University. 2002 Connecting Classrooms,
Communities & Careers "Reform with Results" 10th International Conference (June 29 - July 2,
2002),Beaver Creek, Colorado.
Page 11.1372.10
Rubric A
EET-400
Week 4 Project Idea/Concept Generation Presentation
Proposed Project Title / Topic: ______________________________
Presented by: ____________________________________________
Name of Evaluator: _______________________________________
Please circle appropriate score
Grading Criteria Poor Fair Good Excellent Total
Introduction/ Clarity of project
definition
1
6
8
10
/10
Originality of concept/idea
(Uniqueness)
3
15
20
25
/25
Description of Project concept/
elements
1
6
8
10
/10
Viability of project
concept/idea
1
6
8
10
/10
Description of :
• Software component
• Hardware component
1
1
6
6
8
8
10
10
/10
/10
Delivery/presentation skills/
Organization/professionalism
3
15
20
25
/25
Total
/100
Decision
Approve/Disapprove Rubric B
Page 11.1372.11
CET/EET-400
Week 14 Project Proposal Presentation
Proposed Project Title / Topic: ______________________________
Presented by: ____________________________________________
Name of Evaluator: _______________________________________
Please circle appropriate score
Grading Criteria Poor Fair Good Excellent Total
Introduction/ Description of the
Scope of Project
1
6
8
10
/10
Description of Project
objectives/System description
(Block diagram)
6
12
16
18
/20
Description of contractual
aspects(description of all reporting
requirements, legal aspects,
permissions etc)
1
6
8
10
/10
Description of Project Schedules
(milestones/WBS/Gantt chart)
1
6
8
10
/10
Personnel (project team members’
assigned tasks) and Resources
(materials/components/cost
breakdown )
1
6
8
10
/10
Description of Design of :
• Software component
• Hardware component
1
1
6
6
8
8
10
10
/10
/10
Potential Problems
(solutions/risks/controls)
1
6
8
10
/10
Project Evaluation procedure and
Test Plan
1
6
8
10
/10
Delivery/presentation skills/
Organization/professionalism
1
6
8
10
/10
Total
/100
Decision Approve/Disapprove______
Comments:_____________________________________________________
______________________________________________________________
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Rubric C
CER/EET-410L
Week 4/11 Project Implementation Status Presentation
Proposed Project Title / Topic: ______________________________
Presented by: ____________________________________________
Name of Evaluator: _______________________________________
Please circle appropriate score
Grading Criteria Poor Fair Good Excellent Total
Review of Project Objectives
1
6
8
10
/10
Accomplishment of Project
Tasks (week 1-4) with respect
to Gantt chart
2
12
16
20
/20
Description of completed:
• Software component
• Hardware component
2
2
12
12
16
16
20
20
/20
/20
Demonstration of Prototype/
Problems
encountered/solutions
1
6
8
10
/10
Delivery/presentation skills/
Organization/professionalism
2
12
16
20
/20
Total
/100
Project on-schedule Yes/No___________
Recommendations for corrective action/Suggestions for improvement:
______________________________________________________________
______________________________________________________________
______________________________________________________________
Page 11.1372.13
Rubric D
CET/EET-410L
Week 14 Senior Project Final Presentation & Demonstration
Proposed Project Title / Topic: ______________________________
Presented by: ____________________________________________
Name of Evaluator: _______________________________________
Please circle appropriate score
Grading Criteria Poor Fair Good Excellent Total
Introduction/ Project
objectives/System description
(Block diagram)
1
6
8
10
/10
Description of contractual
aspects(description of all reporting
requirements, legal aspects,
permissions etc)
1
6
8
10
/10
Personnel (project team members’
assigned tasks) and Resources
(materials/components/cost
breakdown )/Description of Project
Schedules (milestones/WBS/Gantt
chart)
1
6
8
10
/10
Potential Problems
(solutions/risks/controls)/ Project
Evaluation procedure and Test Plan
1
6
8
10
/10
Demonstration of Prototype:
• Software component
• Hardware component
2
2
12
12
16
16
20
20
/20
/20
Written Project Report (Compliance
with the required criteria)
1
6
8
10
/10
Oral Presentation
(Delivery/presentation skills/
Organization/)
1
6
8
10
/10
Professionalism
1
6
8
10
/10
Total /100
Successful Demonstration of
Prototype/completion of Project
objectives
Yes/No______
Comments:_______________________________________________________________
________________________________________________________________________
Page 11.1372.14
Rubric E
EET/CET COMPETENCY EVALUATION FORM / LONG
Evaluator: ONLY � CET Faculty or � EET
Faculty teaching this course
USE THIS FORM.
Date: Format: � Day � Evening
� Accelerated
� Weekend (non-accel) � Distance/Online � Other
Course:
Note: If Rating is 2 or less, please be sure to describe the basis of that rating in the
Notes section.
Objective #1: Conduct experiments involving electronic systems using modern test
equipment, interpret test results and use them to improve products or methodologies.
Outcomes
Ratings
(0 - 4)
Evidence Weaknesses/Suggestions for
Improvement
Performs Needs Analysis -
define the problem
Identifies the problem to be solved
Identifies tests needed to isolate the cause of the
problem or to provide additional information
toward solving the problem
States goals and objectives of
the experiment
States objectives of the investigation
States how the investigation will help toward
problem solution
Identifies resources to conduct
experiment (parts, equipment,
data sheets, etc.)
Identifies instruments, parts, software, etc. needed
to set up the test
Draws any schematic diagrams, flow charts, etc. of
the system to be constructed
Collects any technical data sheets, equipment
manuals, etc. as needed
Develops a procedure and
collects data using modern test
equipment
Plans stages of operation
Plans the sequence of tests to be performed
Conducts tests and gathers data
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Outcomes
Ratings
(0 - 4)
Evidence Weaknesses/Suggestions for
Improvement
Analyzes test results and
draws conclusions
Analyzes test results and their usefulness toward
solving the problem
Uses the results toward solving the problem
Isolates and identify errors and malfunctions
If further tests are necessary, proposes and carries
out the same
Page 11.1372.16
Objective #2: Create, implement high-level, and Assembly-language programs in support of technical
activities.
Outcomes
Ratings
(0 - 4)
Evidence Weaknesses/Suggestions for Improvement
Analyzes the problem
logically
Performs feasibility studies
Determines the output desired
Determines the input needed
Identifies the processing required
Draws a flow diagram
Defines the objective of each
module
Designs the solution
Diagrams a structure chart
Selects appropriate data structures
Develops the logic for each module
in an algorithm
Implements the solution
Chooses language appropriate for
the problem
Codes the algorithm into an
extendable reusable software
Creates good documentation
Tests and debugs the software
Selects test data
Tests and debugs each module
Tests and debugs the program as a
whole
Refines the program
Page 11.1372.17
Objective #3: For EET: Uses the principles of science, mathematics, and engineering
technology to design, implement, and evaluate hardware and software solutions to complex
technical problems.
Outcomes
Ratings
(0 - 4)
Evidence Weaknesses/Suggestions for
Improvement
Selects and defines a
meaningful problem taking
safety, ethical, social,
economic, and technical
constraints into consideration.
Proposes a problem for investigation
Identifies criteria for the proposal (taking safety,
ethical, social, economic, and technical constraints
into considerations)
Applies criteria in defining and specifying the
problem
Identifies scope of the problem including a
problem statement and solution criteria
Devises process to solve
problem
Identifies subtasks and appropriate actions to solve
problem
Gathers and organizes resources
Plans a realistic schedule for process (e.g., design,
construction, report, etc.)
Organizes tasks around available technology,
personnel and financial resources effectively and
efficiently
Applies appropriate
knowledge of scientific,
mathematical, and engineering
design tools toward the design
and analysis of problem
solutions
Displays a working knowledge of modern
engineering design tools (e.g., HDL, Pspice and
Matlab) and applies it to design and analyze
problem solutions
Integrates knowledge of fundamentals in selecting
system components using appropriate technology
(including manufacturers' catalogs and network
databases)
Displays the ability to acquire a working
knowledge of new design tools
Identifies key issues in
designing and building a
prototype
Identifies materials necessary to build the
prototype including power source
Prioritizes procurement of design components
Define steps to building a prototype
Builds, tests and troubleshoots
prototype
Uses good craftsmanship in building prototype
Creates software and documentation
Tests operation of the prototype (does it meet
original design specs?)
Page 11.1372.18
Outcomes
Ratings
(0 - 4)
Evidence Weaknesses/Suggestions for
Improvement
Optimizes prototype with a
commitment to quality,
timeliness, and continuous
improvement.
Identifies and defines fault
identifies and implements remedy
Tests solution to determine if design specs are met
and if needed, refines it
Page 11.1372.19
Objective #3: For CET: Uses the principles of science, mathematics, software engineering,
and engineering technology to design, implement, and evaluate software solutions to complex technical
problems.
Outcomes
Ratings
(0 - 4)
Evidence Weaknesses/Suggestions for
Improvement
Identifies a meaningful
problem and defines
preliminary solution specifica-
tions taking safety, ethical,
social, economic, technical
constraints and user
requirements into
consideration
Proposes a problem for investigation
Identifies criteria for the proposal (taking safety,
ethical, social, economic, and technical constraints
into considerations)
Applies criteria in defining and specifying the
problem
Identifies scope of the problem including a
problem statement and solution criteria
Designs and implements
appropriate data structures and
algorithms
Identifies subtasks and appropriate actions to solve
problem
Gathers and organizes resources
Plans a realistic schedule for process (e.g., design,
construction, report, etc.)
Organizes tasks around available technology,
personnel and financial resources effectively and
efficiently
Prepares a plan of action to
implement the system
Displays a working knowledge of modern
engineering design tools (e.g., HDL, Pspice and
Matlab) and applies it to design and analyze
problem solutions
Integrates knowledge of fundamentals in selecting
system components using appropriate technology
(including manufacturers' catalogs and network
databases)
Displays the ability to acquire a working
knowledge of new design tools
Applies scientific,
mathematical, software, and
engineering design tools
toward the design and analysis
of problem solution
Identifies materials necessary to build the
prototype including power source
Prioritizes procurement of design components
Define steps to building a prototype
Writes and tests readable and
maintainable code
Uses good craftsmanship in building prototype
Creates software and documentation
Tests operation of the prototype (does it meet
original design specs?)
Page 11.1372.20
Outcomes
Ratings
(0 - 4)
Evidence Weaknesses/Suggestions for
Improvement
Optimizes code with a
commitment to quality,
timeliness, and continuous
improvement
Identifies and defines fault
identifies and implements remedy
Tests solution to determine if design specs are met
and if needed, refines it
Objective #4: Communicates effectively both orally and in writing
Outcomes
Ratings
(0 - 4)
Evidence Weaknesses/Suggestions for
Improvement
Communicates effectively in
writing
Defines goals of the report
Synthesizes material into appropriate presentation
types (e.g., text, pictures, schematics, graphics,
etc.)
Selects and focuses on data to support the thesis of
the report
Present ideas and arguments clearly and logically
using appropriate balance of text and visual
graphic materials (flow charts, pie and bar charts,
block diagrams, etc.)
Uses English syntax and technical terms
appropriately
Communicates effectively
orally
Chooses structure and order of presentation
States problem clearly
Uses data, information in audio visual formats to
support problem solution
Displays a professional demeanor, and uses
appropriate body language and word choice
Effectively responds to questions and comments
Page 11.1372.21
Objective #5: Works effectively in a team environment
Outcomes
Ratings
(0 - 4)
Evidence Weaknesses/Suggestions for
Improvement
Exhibits good dialoguing skills
Speaks in turn with clarity using articulation of
ideas
Listens actively
Asks appropriate questions
Starts, joins, maintains, and terminates
conversation well
As part of a small group
project, when assigned roles,
performs roles effectively
Supports other team members in effective
performance of their assigned roles
Works for constructive conflict resolution
Strives for a meaningful group consensus
Initiates and participates in group maintenance
activities
Objective #6: Uses applied research and problem-solving skills to support learning at DeVry
as well as life-long personal and professional development
Outcomes
Ratings
(0 - 4)
Evidence Weaknesses/Suggestions for
Improvement
Recognizes the need to know
information beyond one's own
expertise and has the ability to
gather and synthesize the
necessary information into the
solution of a problem
Recognizes the need for knowledge (beyond one's
own expertise) that are involved
Gains appropriate knowledge through independent
or group study
Uses appropriate sources (e.g., library or network
databases) or experts (team members, teachers,
industry engineers, etc.) as sources for knowledge
Synthesizes acquired knowledge into the solution
Uses engineering problem-
solving methodology in
solving problems
Gathers data from various sources including
customers to verify the existence of a problem
Defines problem
Generates alternative solutions
Selects the most appropriate solution based on
criteria
Applies the solution and collects feedback for
continuous improvement
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Objective #7: Evaluates the broader effects of technology by identifying connections between technology
and economics, politics, culture, ethical responsibility, social structure, the
environment and other areas
Outcomes
Ratings
(0 - 4)
Evidence Weaknesses/Suggestions for Improvement
Identifies linkages and causal
relationships between
technology and social,
political, economic, cultural,
and environmental conditions
Works effectively in diverse
environments and adapts
technical solution to a diverse
audience
Pursues technical work within
guidelines for professional,
ethical, and social
responsibility
Rating Scale:
4 = Outstanding: outcome achieved and demonstrated with no errors (evidence of
high quality
completed work)
3 = Good: outcome achieved and demonstrated with no significant errors (evidence of
good
quality completed work)
2 = Fair: outcome achieved and demonstrated with occasional errors (evidence of
mediocre
quality completed work)
1 = Poor: outcome poorly achieved and with significant number of errors (evidence of
poor
quality completed work)
0 = Fail (evidence of poor quality incomplete work)
Page 11.1372.23
Rubric F Local Assessment Tool For EET/CET Senior Projects
Student’s skill and competency level inventory for EET/CET program at
DeVry Dupage
Course
sequence
/Assessment
area
Degree
of
Relevan
ce to
project
Competency/skill level Comments
(Strength/weakness/commen
ts)
Theory Lab
1.DC/AC
circuits
� Low
� High
� N/A
� Strong
� Satisfactory
� Weak
� Strong
� Satisfactory
� Weak
Strength:_________________
_____
________________________
________________________
__________
Weakness:_______________
_____
________________________
________________________
__________
Comment:________________
____
________________________
________________________
________________________
_______________
2. Digital � Low
� High
� N/A
� Strong
� Satisfactory
� Weak
� Strong
� Satisfactory
� Weak
Strength:_________________
_____
________________________
________________________
__________
Weakness:_______________
_____
________________________
________________________
__________
Page 11.1372.24
Comment:________________
____
________________________
________________________
________________________
_______________
3. Devices
� Low
� High
� N/A
� Strong
� Satisfactory
� Weak
� Strong
� Satisfactory
� Weak
Strength:_________________
_____
________________________
________________________
__________
Weakness:_______________
_____
________________________
________________________
__________
Comment:________________
____
________________________
________________________
________________________
_______________
4. Microprocessor
� Low
� High
� N/A
� Strong
� Satisfactory
� Weak
� Strong
� Satisfactory
� Weak
Strength:_________________
_____
________________________
________________________
__________
Weakness:_______________
_____
________________________
________________________
__________
Comment:________________
____
________________________
________________________
________________________
_______________
5. Communications
� Low
� High
� N/A
� Strong
� Satisfactory
� Weak
� Strong
� Satisfactory
� Weak
Strength:_________________
_____
________________________
Page 11.1372.25
________________________
__________
Weakness:_______________
_____
________________________
________________________
__________
Comment:________________
____
________________________
________________________
________________________
_______________
6.
DSP/Controls
� Low
� High
� N/A
� Strong
� Satisfactory
� Weak
� Strong
� Satisfactory
� Weak
Strength:_________________
_____
________________________
________________________
__________
Weakness:_______________
_____
________________________
________________________
__________
Comment:________________
____
________________________
________________________
________________________
_______________
7. Computer
programming
(Use of
structured
software
design, debug
and test
methodology)
� Low
� High
� N/A
� Strong
� Satisfactory
� Weak
� Strong
� Satisfactory
� Weak
Strength:
______________________
________________________
________________________
__________
Weakness:
____________________
________________________
________________________
__________
Page 11.1372.26
Comment:
____________________
________________________
________________________
________________________
_______________
8. Physics � Low
� High
� N/A
� Strong
� Satisfactory
� Weak
� Strong
� Satisfactory
� Weak
Strength:_________________
_____
________________________
________________________
__________
Weakness:_______________
_____
________________________
________________________
__________
Comment:________________
____
________________________
________________________
________________________
_______________
9. Technical Writing/public
speaking
� Low
� High
� N/A
� Strong
� Satisfactory
� Weak
Strength:_________________
_____
________________________
________________________
__________
Weakness:_______________
_____
________________________
________________________
__________
Comment:________________
____
________________________
________________________
________________________
_______________
Page 11.1372.27
10. Math � Low
� High
� N/A
� Strong
� Satisfactory
� Weak
Strength:_________________
_____
________________________
________________________
__________
Weakness:_______________
_____
________________________
________________________
__________
Comment:________________
____
________________________
________________________
________________________
_______________
General Comments:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________________________________
Page 11.1372.28
For CET projects complete the following additional sections:
Course
sequence
/Assessment
area
Degree
of
Relevan
ce to
project
Competency/skill level Comments
(Strength/weakness/commen
ts)
11. Use of
structured
design, and
programming
methods
� Low
� High
� N/A
� Strong
� Satisfactory
� Weak
� Strong
� Satisfactory
� Weak
Strength:_________________
_____
________________________
________________________
__________
Weakness:_______________
_____
________________________
________________________
__________
Comment:________________
____
________________________
________________________
________________________
_______________
12.
Application
of structured
software test
methodology
� Low
� High
� N/A
� Strong
� Satisfactory
� Weak
Strength:_________________
_____
________________________
________________________
__________
Weakness:_______________
_____
________________________
________________________
__________
Comment:________________
____
________________________
________________________
________________________
_______________
Page 11.1372.29
13. Use of
Integrated
design and
debugging
environment
methodology.
� Low
� High
� N/A
� Strong
� Satisfactory
� Weak
Strength:_________________
_____
________________________
________________________
__________
Weakness:_______________
_____
________________________
________________________
__________
Comment:________________
____
________________________
________________________
________________________
_______________
General Comments:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Page 11.1372.30