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In this paper we report on our experience with the use of rubrics for the assessment of senior capstone design reports and presentations. The motivation for this approach to assessment was to create tools that have clear requirements, are clearly linked to the course objectives, are flexible, and are fair. The paper provides a summary of the main rubrics used for assessment as well as an analysis of their use both in the form of student feedback and the authors’ general impressions.

EXPERIENCE AND REFLECTION ON THE USE OF RUBRICS FOR SENIOR CAPSTIONE DESIGN COURSE ASSESSMENT