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Education research strongly links methods of course assessment with the student learning process. In open-ended engineering design courses, assessment based on student deliverables as "product" may focus student attention on a content checklist rather than effectively learning process and techniques that are critical to professional engineering practice. By developing a rubric assessment scheme that relates directly to the course learning objectives and sharing it openly with students, it isdoi:10.24908/pceea.v0i0.3733 fatcat:b2l7mz7xm5dbvoj2lazcu5fidu