iRubric: Testing rubric

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Testing

This is the rubric for grading the Testing section of the Student Portfolios in the Integrated Projects Curriculum of Messiah College Engineering Department. (v1.0, created 10/11 by DG, v2.0, revised 03/12 by TW, v3.0, revised 05/12 by the department)

Rubric Code: R66XBA

By mcengin

Ready to use

Public Rubric

Subject: Engineering

Type: Assessment

Grade Levels: Undergraduate

Testing There are many test that an engineer may perform that do not require all of the Criteria. As an example, consider factorial testing to determine what variable(s) is critical to a design. For some exploratory issues, hypothesis testing is not the issue.
	Exemplary/Excellent 5 pts	Accomplished/Good 4 pts	Developing/Fair 3 pts	Deficient/Poor 2 pts
Purpose of Testing Clear Statement of Project	Exemplary/Excellent Gives a clear, valid statement of the purpose for testing.	Accomplished/Good A valid reason for doing the test is evident but is not clearly expressed.	Developing/Fair The reason given for the test is clearly stated but incorrect.	Deficient/Poor The reason given is neither clear nor correct.
Identification Identification of Variables to be Evaluated	Exemplary/Excellent All test variable(s) are identified and expected values, if available, are quantitatively expressed.	Accomplished/Good Most test variable(s) are identified and expected values, if available, are quantitatively expressed.	Developing/Fair Significant test variables are omitted and expected values, if available, are not quantitatively expressed.	Deficient/Poor Significant test variables are omitted and expected values, if available, are not quantitatively expressed.
Experiment Design	Exemplary/Excellent The design has a high likelihood of producing reliable data (appropriate techniques, devices, and variation).	Accomplished/Good The design has a moderate likelihood of producing reliable data (appropriate techniques, devices, and variation).	Developing/Fair An attempt has been made to address the techniques, devices, and variations, but resulting experiment is unlikely to produce reliable data.	Deficient/Poor No or little consideration given to the experiments’ techniques, devices, or statistical variation.
Test Documentation	Exemplary/Excellent A clear reproducible test procedure, including fully annotated drawings or images of the test set up, is provided.	Accomplished/Good A reproducible test procedure with minor deficiencies is provided.	Developing/Fair The test procedure gives the general set up but does not provide enough information to reproduce the experiment.	Deficient/Poor Significant components of the test documentation are missing.
Data Collection	Exemplary/Excellent The experiment is performed in a way that has a high likelihood of producing reliable data.	Accomplished/Good The experiment is performed in a way that has a moderate likelihood of producing reliable data.	Developing/Fair The execution of the experiment is haphazard resulting in unreliable data.	Deficient/Poor The experiment was not performed correctly.
Presentation of Data (Results)	Exemplary/Excellent Presentation of data is orderly and complete, facilitating an independent investigator to verify results.	Accomplished/Good Data is complete, but presented in a somewhat confusing fashion, making independent verification challenging.	Developing/Fair Data is incomplete.	Deficient/Poor Data is incomplete and arranged thoughtlessly. Results cannot be verified without the assistance of the original investigator.
Analysis of Results	Exemplary/Excellent Analysis is complete and the interpretation is thorough and accurate.	Accomplished/Good Analysis conducted is complete, but the interpretation is not complete or fully accurate.	Developing/Fair Analysis is incomplete or interpretation is flawed.	Deficient/Poor Analysis is erroneous.
Interpretation of Results Interpretation of Results Appropriately Influences the Direction of the Project	Exemplary/Excellent Interprets and applies results in view of the purpose of the test.	Accomplished/Good Draws an appropriate conclusion from results but does not support the conclusion.	Developing/Fair Uses results to support an inappropriate conclusion.	Deficient/Poor Draws inappropriate conclusions without support from results.

Keywords:

IPC, Integrated Projects Curriculum, testing

Subjects:

Engineering

Types:

Assessment

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