Assessment Rubric 2015-16

COMP4981 Final Year Project

COMP4991 Computer Engineering Final Year Project

Instructions:

FYP faculty advisor evaluates each student individually in a FYP team. FYP second reader evaluates each FYP team.
Program Component Percen- Exemplary (A- to A+) Competent (B- to B+) Needs Work (C- to C+) Unsatisfactory (D, F)
Outcome tage
Proposal Report
Project objective 60% The objectives are well All major objectives are Most major objectives are Many major objectives
formulation, defined and prioritized. identified. Sufficient identified but one or two are not identified.
methodology to All relevant information information is obtained. minor ones are missing or Information is collected
be followed, and constraints are Appropriate analyses are priorities are not but without any analysis.
background obtained and accurately selected. Decision and established. Most Only one solution is
analyzed. Decision and design recommendation constraints are identified; considered or other
design recommendation are reasonable and mostly some are not adequately solutions were ignored or
are well supported by the supported by the addressed or accurately incompletely analyzed.
information. information. analyzed. Decision and Many constraints and
design recommendation is criteria were ignored.
reasonable.
Clarity and 30% Report is well organized Report is organized and Report is organized via Report lacks an overall
presentation of and clearly written. The clearly written for the topic/flow, but in some organization. Reader has
the report underlying logic is clearly most part. In some areas areas it is difficult to to make considerable
(organization, articulated and easy to the logic or flow of ideas follow the flow of ideas. effort to understand the
use of English) follow. Words are chosen is difficult to follow. Words can be further underlying logic and flow
that precisely express the Words are well chosen improved. Some diagrams of ideas. Diagrams are
intended meaning and with some minor are not well explained. absent or inconsistent
support reader exceptions. Diagrams are Grammar errors that with the text.
comprehension. consistent with the text. impede the flow of Grammatical and spelling
Diagrams or analyses Sentences are mostly communication. errors make it difficult for
enhance and clarify grammatical and only a the reader to interpret the
presentation of ideas. few spelling errors are text in places.
Sentences are present but they do not
grammatical and free hinder the reader.
from spelling errors.
Planning of 10% Complete and well- Well-defined task list. A possibly incomplete No clear task list. Future
future work analyzed task list. Good plan of future work. task list without priority. work is not well
Detailed well-around plan Practical timing and labor Plan of future work but considered. No time and
of future work. allocation. not well justified. Time labor allocation.
Reasonable timing and and labor allocation is not
labor allocation. well thought.
Program Component Percen- Exemplary (A- to A+) Competent (B- to B+) Needs Work (C- to C+) Unsatisfactory (D, F)
Outcome tage
Progress Report
Work completed 60% Progress is beyond Progress is highly Progress is mostly Progress is not
expectations with respect satisfactory with respect satisfactory with respect satisfactory with respect
to plan. Highly detailed to plan. Detailed to plan. Some discussions to plan. No discussions on
discussions on milestones discussions on milestones on milestones completed. milestones completed.
completed. completed.
Clarity and 30% Report is well organized Report is organized and Report is organized via Report lacks an overall
presentation of and clearly written. The clearly written for the topic/flow, but in some organization. Reader has
the report underlying logic is clearly most part. In some areas areas it is difficult to to make considerable
(organization, articulated and easy to the logic or flow of ideas follow the flow of ideas. effort to understand the
use of English) follow. Words are chosen is difficult to follow. Words can be further underlying logic and flow
that precisely express the Words are well chosen improved. Some diagrams of ideas. Diagrams are
intended meaning and with some minor are not well explained. absent or inconsistent
support reader exceptions. Diagrams are Grammar errors that with the text.
comprehension. consistent with the text. impede the flow of Grammatical and spelling
Diagrams or analyses Sentences are mostly communication. errors make it difficult for
enhance and clarify grammatical and only a the reader to interpret the
presentation of ideas. few spelling errors are text in places.
Sentences are present but they do not
grammatical and free hinder the reader.
from spelling errors.
Use of software 10% Employ appropriate Employ appropriate Employ some analytical Does not make use of
engineering analytical tools and/or analytical tools and/or tools and/or software analytical tools and/or
techniques software engineering software engineering engineering techniques software engineering
(concepts of techniques. Clearly techniques acquired in his acquired. techniques relevant to the
initial system demonstrates mastery of course of study to the project
development, several areas of the project at hand.
system curriculum.
requirement
specification,
system analysis
specification &
user interface
specification are
included here)
Program Component Percen- Exemplary (A- to A+)
Outcome tage
Final Report
Results obtained 60% Perform competently and
in addition notice
improvements that can be
made to the design spec.
Deliver code of
exceptional quality. Plan
and execute thorough list
of test cases.
Clarity and 30% Report is well organized
presentation of and clearly written. The
the report underlying logic is clearly
(organization, articulated and easy to
use of English) follow. Words are chosen
that precisely express the
intended meaning and
support reader
comprehension.
Diagrams or analyses
enhance and clarify
presentation of ideas.
Sentences are
grammatical and free
from spelling errors.
Use of software 10% Employ appropriate
engineering analytical tools and/or
techniques software engineering
(concepts of techniques. Clearly
system design demonstrates mastery of
specification and several areas of the
implementation curriculum and is able to
are included propose innovative
here) solutions to the technical
challenges posed by the
project.
Competent (B- to B+) Needs Work (C- to C+) Unsatisfactory (D, F)
Develop code that follows Develop code that follows Fail to develop code
the design spec. Develop the design spec, but can following the design spec
structured code. Plan and be further improved. Plan and/or without using
execute list of test cases and execute some test structure programming
with expected result cases, but not covering all techniques. Perform
specified. possible scenarios. minimal testing of own
code, concentrating
exclusively on the
simplest, most obvious
cases.
Report is organized and Report is organized via Report lacks an overall
clearly written for the topic/flow, but in some organization. Reader has
most part. In some areas areas it is difficult to to make considerable
the logic or flow of ideas follow the flow of ideas. effort to understand the
is difficult to follow. Words can be further underlying logic and flow
Words are well chosen improved. Some diagrams of ideas. Diagrams are
with some minor are not well explained. absent or inconsistent
exceptions. Diagrams are Grammar errors that with the text.
consistent with the text. impede the flow of Grammatical and spelling
Sentences are mostly communication. errors make it difficult for
grammatical and only a the reader to interpret the
few spelling errors are text in places.
present but they do not
hinder the reader.
Employ appropriate Employ some analytical Does not make use of
analytical tools and/or tools and/or software analytical tools and/or
software engineering engineering techniques software engineering
techniques acquired in his acquired. Make progress techniques relevant to the
course of study to the towards addressing the project. Does not
project at hand. Clearly technical challenges of the demonstrate requisite
demonstrate mastery of project. Complete most of command of the material
many areas of the the major tasks in the covered in the curriculum.
curriculum and is able to proposed project. Unable to finish the
successfully complete the proposed project.
proposed project.
Program Component Percen- Exemplary (A- to A+) Competent (B- to B+) Needs Work (C- to C+) Unsatisfactory (D, F)
Outcome tage
Oral Presentation
Project 40% Present a fully- Present a working product Present a working product The product is incomplete
demonstration functioning working with support to all desired but some desired or does not work. Show
product with several functions. Offer some functions are not little effort in building the
original/inventive new information or supported or application. The
elements. Show strong approach about the malfunctioned. Simply demonstration failed to
effort was made in application. The shows how the application capture the interest of the
breaking new ground and demonstration techniques works. The demonstration audience and/or is
building excitement about are effective in conveying only conveys main ideas. confusing in what was
the application. The main ideas. communicated.
demonstration techniques
are imaginative and
effective in conveying
ideas to the audience.
Delivery: Oral 40% Slides cover complete, Slides cover accurate Slides cover some of the Information is arranged in
delivery, contact accurate description of description of most of outcomes. Limited use of confused and unstructured
with audience, important outcomes. important outcomes. Use charts, graphs, figures etc. way. Student lacks of
slides, timing Effective use of charts, of charts, graphs, figures Use of English with confidence. Poor use of
graphs, figures etc. Use of etc. Fair use of English. noticeable errors. A few English. Does not attempt
fluent English and Hold attention by eye contacts only. to look at audience at all.
confident. Hold attention consistent use of direct Presentation pace is not Read notes or looks at
by direct eye contact and eye contact. Presentation well planned but finished computer screen only.
nature hand gestures. runs with desired pace within allocated time. Presentation is too short
Excellent timing and and finishes within or too long for the
smooth transition among allocated time. allocated time.
different parts.
Quality of 20% Student has presented full Student has competent Student is uncomfortable Student has no or very
answers knowledge of both knowledge and is at ease with information. Seems less knowledge of both
problem and solution. with information. novice and can answer problem and solution.
Answers to questions are Can answer questions. basic questions only. Cannot answer questions.
strengthened by
rationalization and
explanation.