Rubric Development for Assessment of Undergraduate Research: Evaluating Multidisciplinary Team Projects

Abstract

At Rowan University, all engineering students participate in clinic courses involving multidisciplinary student teams working on semester-long or year-long research projects led by an engineering professor. Trying to assess student learning and performance in
project-based team settings has proven difficult. Faced with the complexity of trying to assess the attainment of learning outcomes for
each individual on a team based on an unclear blend of technical merit, communication, project planning, data analysis, and teaming behaviors, both faculty members and students fall short. It is unreasonable to expect students to achieve specific learning objectives from a series of courses when the faculty members themselves are unclear about what the learning objectives are and how to measure them.
In an effort to address the assessment of team performance in project-based research experiences, the ChE faculty developed, as a
pilot study, four primary areas of importance for assessment. Once these areas were selected, specific indicators were developed for each so that the students would have a set of clearly defined goals and behaviors that reflect the desired learning outcomes. Faculty assessment of these rubrics indicate that they are very effective in demystifying the evaluation process and serve to better connect the grade in the course to the stated learning objectives.