Finding methods of validating rubrics forsignificant “capstone” experiences, including fourth yeardesign projects and the research-oriented thesis, can bechallenging, given the large number of individualstypically involved in the assessment of studentdeliverables. This paper describes a methodology forusing student focus groups to support the validation of arubric for a fourth year thesis course in a largeEngineering Program, and the results from these focusgroups. Through focus group discussion and activitysheets used in the focus groups, a number of interestinginsights were raised about both the rubric, namely: a lackof consultation by the students with the rubric until thefinal stages of writing the final report; concerns andinconsistencies in the perception of how supervisors willuse the rubric; a perceived lack of focus on process andproject experience-related criteria and concerns with thelevel of expectation of the project experience-relatedcriteria that are present, and other concerns related toterminology and distance between rubric descriptors. Thefocus group provided a useful forum for discussion oncourse experience and assessment, effectively allowingstudents to both individually reflect, and build on eachother’s ideas and suggestions.

is a PhD Candidate with the Institute for Leadership Education in Engineering at the University of Toronto. She holds a BASc and MASc in Mechanical Engineering from the University of Toronto. She is a member of the teaching team and a course developer for the Praxis cornerstone design courses. Miss Lobna El Gammal , Institute For Leadership Education in Engineering at the University of TorontoLobna El Gammal is currently completing her third year of chemical engineering studies at the University of Toronto. She is pursuing a certificate of global engineering and working towards an optional fourth-year thesis with the Institute for Leadership Education in Engineering (ILead) at the University of Toronto.Previously, she worked as a pilot analyst summer research student, with both ILead and Patricia Sheridan, to develop a team effectiveness inventory for guided reflection and feedback. Lobna was responsible for performing quantitative and qualitative analysis of the pilot project findings and for modifying the proposed inventory based on analysis.Lobna is passionate about engineering education and plans to pursue a career path in the field.