Rubrics for Pure Laboratory Courses , Skilling Courses & Mini Projects which need to be followed for In Sem

& End Semester

Exams

Rubrics for Communication (written & Oral)

Component Proficient Acceptable Needs Improvements

Written Communication Report is well organized and clearly written. Report is organized and clearly written for the Report lacks an overall organization.
The underlying logic is clearly articulated and most part. In some areas the logic or flow of Reader has to make considerable effort to
easy to follow. Words are chosen that ideas is difficult to follow. Words are well understand the underlying logic and flow
precisely express the intended meaning and chosen with some minor exceptions. Diagrams of ideas. Diagrams are absent or
support reader comprehension. Diagrams or are consistent with the text. Sentences are inconsistent with the text. Grammatical
analyses enhance and clarify presentation of mostly grammatical and only a few spelling and spelling errors make it difficult for
ideas. Sentences are grammatical and free errors are present but they do not hinder the the reader to interpret the text in places.
from spelling errors. reader.

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Presentation Slides are error-free and logically present the Slides are error-free and logically present the Slides contain errors and lack a logical
main components of the process and main components of the process and progression. Major aspects of the analysis
Visual Aids recommendations. Material is readable and recommendations. Material is mostly readable or recommendations are absent.
the graphics highlight and support the main and graphics reiterate the main ideas. Diagrams or graphics are absent or
ideas. confuse the audience.

Oral Presentation Speakers are audible and fluent on their topic, Speakers are mostly audible and fluent on their Speakers are often inaudible or hesitant,
and do not rely on notes to present or topic, and require minimal referral to notes. often speaking in incomplete sentences.
respond. Speakers respond accurately and Speakers respond to most questions accurately Speakers rely heavily on notes. Speakers
appropriately to audience questions and and appropriately. have difficulty responding clearly and
comments. accurately to audience questions.

Body Language Body language, as indicated by a slight tendency Body language, as indicated by frequent,
Body language, as indicated by appropriate and to repetitive and distracting gestures (e.g., repetitive and distracting gestures, little or
meaningful gestures (e.g., drawing hands tapping a pen, wringing hands, waving arms, no audience eye-contact, and /or stiff
inward to convey contraction, moving arms clenching fists, etc.) and breaking eye contact posture and movement, indicate a high
up to convey lift, etc.) eye contact with with audience, demonstrates a slight discomfort degree of discomfort interacting with
audience, and movement, demonstrates a with the audience. audience.
high level of comfort and connection with the
audience.

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Rubrics for Assessment of Design Projects
Category Needs Improvements Acceptable Proficient

Purpose of the Does not clearly explain the intended outcome of Provides a description of the intended outcome Provides a detailed intended outcome of the
Project the project or provides little information about of the project which includes information about project which includes information about the
the problem that was being solved, the need the problem that was being solved or the need problem that was being solved or the need
being met, or why the project was selected being met, and why the project was selected being met, and clearly articulates the reasons
and decision making process used to select the
project

Research Lacks awareness of similar work done by Reflects awareness of similar work done by ·Reflects thorough understanding of similar
others in an unacceptable literary form others and presents it in an acceptable literary work done by others and presents it in a
format acceptable literary format
Choices Lacks justification of choices with little or no Justifies choices made with reference to Demonstrates sophisticated justification of
references to functional, aesthetic, social, functional, aesthetic, social, economic, or choices with reference to functional,
economic, or environmental considerations environmental considerations aesthetic, social, economic, or
environmental consideration
Alternative Designs Only one design presented or clearly Alternative approaches identified to some Final design achieved after review of
infeasible alternative given. Serious degree. reasonable alternatives.
deficiencies in exploring and identifying
alternative designs.
Application of No or erroneous application of engineering Effective application of engineering principles Critical selection and application of
Engineering principles yielding unreasonable solution. Serious resulting in reasonable solution. engineering principles ensuring
Principles deficiencies in proper selection and use of reasonable results.
engineering principles.

Final Design Not capable of achieving desired objectives. Design meets desired objectives. Design meets or exceeds desired objectives.

Interpretation of No or erroneous conclusions based on achieved Sound conclusions reached based o Insightful, supported conclusions and
Results results. Serious deficiencies in support for stated achieved results. n recommendations.
conclusions.

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Rubrics can also be used effectively to design the continuous assessment of the student projects. The
Performance Indicators referred in the previous sections can be used measurement criteria in the rubric. In the
following example we can see that for different phases of the students projects, we can design the rubrics
keeping in mind the deliverables of the project at that particular stage.
Mini Project

RUBRICS FOR REVIEW – I

PI Very Poor Up Poor Up to Average Up Good Up to Very good Up to

PI Marks
Code to 20% 40% to 60% 80% 100%
Articulate problem Problem statement is Problem statement is
Problem statement and Problem statement is
2.1.1 statements and identify 02 Problem statement and clear and objectives are clear and objectives are
objectives are not clear and objectives are
objectives - GA objectives are not clear not in line with problem not completely defined.
identified completely defined
statement
Engineering Engineering systems Engineering systems Engineering systems
systems are are identified but not Engineering systems are identified. are identified.
Identify engineering not clear. Variables, and are clear. Variables, Variables, and Variables, and
2.1.2 systems, variables, and 02 identified. parameters to solve the and parameters parameters to solve the parameters to solve the
parameters to solve the Variables, and problems are not defined to solve the problems are partially problems are completely
problems - IA parameters to solve the problems are not defined defined
problems are not defined
defined
Identify existing Not able to identify Not able to identify Not able to identify
Able to identify Able to identify
processes/solution existing solution for existing solution for existing solution for
existing solution for existing solution for
methods for solving the solving the problem. The solving the problem. The solving the problem.
2.2.3 02 solving the problem. solving the problem. But
problem, including assumptions, assumptions, But assumptions and
Assumptions, and assumptions,
forming justified approximations and approximations and approximations are
approximations are approximations and
approximations and justifications are also justifications are aligned to the
clear justifications are clear
assumptions - GA not identified. identified but not clear objectives.
Compare and contrast Able to compare Able to compare
Able to compare
alternative solution Not able to identify Not able to compare alternative solution alternative solution
alternative solution
2.2.4 processes to select the 02 alternative solution alternative solution processes and contrast processes, contrast it and
processes but could not
best process - GA processes processes clearly but not able to also able to select best
contrast clearly
select best process process

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 Read, understand and Able to read technical Able to read, Able to read,
interpret technical and Not able to identify Able to identify and non-technical understand technical understand and
10.1.1 non-technical 02 technical and non- nontechnical information, but and non-technical interpret technical
information - GA technical information information could not understand information, but and non-technical
and interpret could not interpret information

GA – Group Assessment IA – Individual Assessment

RUBRICS FOR REVIEW – II

PI Mark Very Poor Poor Up Average Good Up Very good Up

PI
Code s Up to 20% to 40% Up to 60% to 80% to 100%
Apply formal idea Able to use the tool
Not able to identify tools Able to generate Able to generate
generation tools to develop Able to identify but not but not able to
3.2.1 02 to develop engineering designs engineering designs
multiple engineering able to use it effectively generate engineering
solutions but not able to justify with justification
design solutions - GA designs
Identify suitable criteria for Able to use criteria but Not able to justify the Able to justify the
Not able to identify Able to identify criteria
3.2.3 evaluation of alternate 02 not able to comparison with comparison with
criteria but not able to use them
design solutions - GA compare alternatives criteria criteria
Apply formal decision
making tools to select Able to identify but not Able to identify Able to use optimum
Not able to identify Able to use optimum
3.3.1 optimal engineering design 02 able to choose optimum one but not one but not able to
decision making tools one with justification
solutions for further optimum one able to use it justify
development - GA
Able to generate
Build models/prototypes to Not able to identify tool Able to choose the tool Able to use the tool
alternatives but not Able to generate and
3.2.2 develop diverse set of 02 to build but not able to use it but not able to
able to justify the justify the best solution
design solutions - IA model/prototype effectively generate alternatives
best solution
Develop 2D drawings of Able to generate
components / systems Able to use CAD tool drawings but not able Able to generate
Not able to identify Able to identify but not
13.1.1 using modern CAD tools - 02 but not able to to follow drawing drawings with
CAD tools able to use CAD tool
IA generate drawings standards standards

Develop 3D models of
components / systems Able to use CAD tool Able to generate
Not able to identify Able to identify but not Able to generate
13.1.2 03 but not able to models but not able
using modern CAD tools - CAD tools able to use CAD tool models with standards
generate 3D models to follow standards
IA

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 Apply GD&T principles as
per ASME standards to
manufacturing drawings, Not able to extract Able to understand Able to apply GD&T Able to apply and
Able to extract but not
13.1.3 with all relevant data like 02 GD&T principles from but not able to apply standards to drawings justify GD&T
able to understand them
material, hardness, surface ASME standards GD&T standards but not able to justify standards to drawings
finish, and tolerances - IA

GA – Group Assessment IA – Individual Assessment

RUBRICS FOR
REVIEW – III
PI Very Poor Up Poor Up to Average Up Good Up to Very good Up to
PI Marks
Code to 20% 40% to 60% 80% 100%
Generate information Able to follow testing Able to collect
Not able to identify Able to identify but not Able to apply
3.4.2 through appropriate tests 02 procedures but not able information but not
suitable tests to be able to follow testing information for the
to improve or revise to collect able to apply it for
done procedure improvement
design - GA information improvement
Use appropriate
Able to conduct
4.3.1 procedures, tools and Not able to identify Able to identify but not Able to follow Able to collect data
experiments but not
techniques to conduct 04 tools, techniques and able to conduct procedure but not able as per the standards
able to follow
experiments and collect procedures experiments to collect data
procedure
data - GA
Analyze data for trends
Able to analyze data but Able to correlate but not
4.3.2 and correlations, stating 03 Not able to understand Able to understand but not Able to identify errors
not able to correlate able to identify errors
possible errors and data able to analyze data and limitations
them and limitations
limitations - GA
Could not deliver Could not deliver Able to deliver fair Deliver effective Deliver effective
Deliver effective oral effective presentations. presentation, but presentation but not presentations but able presentation and able
10.2.2 presentations to technical 03 presentation was able to answer to the to answer partially to to answer all queries of
and non-technical audiences prepared and audiences the audience queries. the audience.
- IA attempted.

Present results as a team, No Contribution from an Contributions from an Contributions from A contribution from an Contribution from an
with smooth integration of individual to a team individual to a team is an individual to a individual to a team is individual to a team is
9.3.1 contributions from all 03 minimal team is moderate good but not well good and results in an
groomed in team. integrated team
individual efforts – GA +
presentation.
IA
GA – Group Assessment IA – Individual Assessment
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