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Finding methods of validating rubrics for significant “capstone” experiences, including fourth year design projects and the research-oriented thesis, can be challenging, given the large number of individuals typically involved in the assessment of student deliverables. This paper describes a methodology for using student focus groups to support the validation of a rubric for a fourth year thesis course in a large Engineering Program, and the results from these focus groups. Through focus group discussion and activity sheets used in the focus groups, a number of interesting insights were raised about both the rubric, namely: a lack of consultation by the students with the rubric until the final stages of writing the final report; concerns and inconsistencies in the perception of how supervisors will use the rubric; a perceived lack of focus on process and project experience-related criteria and concerns with the level of expectation of the project experience-related criteria that are present, and other concerns related to terminology and distance between rubric descriptors. The focus group provided a useful forum for discussion on course experience and assessment, effectively allowing students to both individually reflect, and build on each other’s ideas and suggestions.

Using Student Focus Groups to Support the Validation of Rubrics for Large Scale Undergraduate Independent Research Projects