Project Partner Evaluation
This page covers project partner evaluations, which account for 25% of student’s total grade. Project partners will assess their team(s) once or twice each term:
- A short Midterm Evaluation (0-5% of total grade) focusing on responsiveness, professionalism, and delivery quality.
- The Final Evaluation (20-25% of total grade) uses the six facets described below to assess overall project progress and outcomes.
Project partner assessments use different approaches depending on the term. In Fall and Winter, the evaluation is progress-focused using adapted criteria that assess development milestones and learning growth. In Spring, the evaluation shifts to an outcome-focused approach that assesses final deliverables and project outcomes. Each facet will have a different weight depending on the term, see the grade distribution.
Students should discuss expectations with their project partner or mentor at the beginning of each term and review progress regularly.
The evaluation will be colletected through survey sent to each project partner. The end-of-term survey will include the six facets below, each with its own rubric.
Reflection
Section titled “Reflection”The purpose of the Reflection facet is to evaluate your ability to critically analyze learnings and project experiences.
| Points | Criteria |
|---|---|
| 100 | Demonstrates clear learning progression and applies insights to improve team processes. Regular reflection evident. |
| 90 | Shows good learning progression with some application of insights. Regular reflection with minor gaps. |
| 80 | Adequate learning progression. Basic reflection on experiences with some insights. |
| 70 | Limited learning progression. Minimal reflection with general observations. |
| 50 | No clear learning progression. Lacks meaningful reflection. |
| Points | Criteria |
|---|---|
| 100 | Demonstrates deep critical thinking, learning, and insight with specific examples. Identifies future improvements. |
| 90 | Shows clear critical thinking, learning, and insight. Provides some specific examples and suggestions for improvement. |
| 80 | Reflects on learning and experiences with general insights. May lack specific examples or suggestions. |
| 70 | Basic reflection on experiences. Limited insights and general observations. |
| 50 | Minimal reflection. Lacks depth, examples, and insights. |
Requirements and Specifications
Section titled “Requirements and Specifications”The purpose of the Requirements and Specifications facet is to evaluate your ability to gather, document, and prioritize project requirements.
| Points | Criteria |
|---|---|
| 100 | Requirements gathering shows clear progress and stakeholder engagement. Well-documented evolution of understanding. |
| 90 | Good progress in requirements gathering. Most stakeholder needs identified with documentation improving. |
| 80 | Adequate progress in requirements. Basic stakeholder engagement with some documentation. |
| 70 | Limited progress in requirements gathering. Minimal stakeholder engagement. |
| 50 | No clear progress in requirements. Stakeholder needs remain unclear. |
| Points | Criteria |
|---|---|
| 100 | Requirements are comprehensive, well-documented, and prioritized. Stakeholder needs are thoroughly addressed. |
| 90 | Requirements are detailed and mostly well-documented. Stakeholder needs are largely addressed. |
| 80 | Requirements are clear but may lack some detail or prioritization. Stakeholder needs are generally addressed. |
| 70 | Basic requirements documented. Some stakeholder needs may be overlooked. |
| 50 | Minimal requirements documented. Many stakeholder needs are missing or unclear. |
Stakeholders refers to the project partners, which can be faculty members, students, industry partners, or else. Make sure that the goals of the project are stated, clear, and measurable. We can’t evaluate requirements otherwise.
Design, Implementation, and Deployment
Section titled “Design, Implementation, and Deployment”This rubric is very broad and we don’t expect to hit a hundred points before Winter or Spring. Fall term does not put a lot of weight on this rubric, but your goal is still to get the implementation and deployment under way to hit the ground running in Winter.
| Points | Criteria |
|---|---|
| 100 | Significant progress in design and implementation. Clear development milestones achieved with good documentation. |
| 90 | Good progress with most milestones met. Implementation advancing steadily with adequate documentation. |
| 80 | Adequate progress with some milestones met. Basic implementation progress. |
| 70 | Limited progress. Few milestones achieved with minimal implementation. |
| 50 | No clear progress. Implementation has not advanced meaningfully. |
| Points | Criteria |
|---|---|
| 100 | Solution design is innovative, well-thought-out, and thoroughly implemented. Deployment is smooth and well-documented. |
| 90 | Design is solid and implementation is mostly complete. Deployment is successful with minor issues. |
| 80 | Design is adequate and implementation is functional. Deployment is successful but may have some issues. |
| 70 | Basic design and implementation. Deployment is functional but with notable issues. |
| 50 | Minimal design and incomplete implementation. Deployment is problematic or incomplete. |
We use the term “deployment” very loosely here. If you have a research project, this means that your code or artifacts are well-documented (think reusable/reproducible). If you have a FOSS project, it means your patches include all the necessary changes (incl. to documentation) and successfully works within the existing codebase with no regression.
Verification and Validation
Section titled “Verification and Validation”The Verification and Validation facet looks at the outcome of your Capstone project, not just the output.
In Spring, the grading scale is different depending on the project category. If your project does not fit any category or if your project partner has other expectations, they will be able to provide a custom grade on the scale [50,100]. Please set expectations with your project partner at the beginning of each term.
Fall & Winter Terms
Section titled “Fall & Winter Terms”| Points | Criteria |
|---|---|
| 100 | Clear testing and validation strategy in place. Regular feedback collection and incorporation. |
| 90 | Good validation approach developing. Some testing and feedback collection evident. |
| 80 | Basic validation planning. Limited testing or feedback collection. |
| 70 | Minimal validation planning. Little evidence of testing approach. |
| 50 | No clear validation strategy. No testing or feedback collection. |
This category involves contributing patches to an existing Free and Open-Source Software project. Examples include writing patches for the Rust compiler, the Xen hypervisor, the Habitica todo-list game, or the OSU Open Source Lab repositories.
| Points | Criteria |
|---|---|
| 100 | Patches accepted, positive mentions in press/release. |
| 90 | Patches accepted. |
| 85 | Patches accepted but then reverted due to bug/issue. |
| 80 | Patches submitted and reviewed. |
| 75 | Patches submitted. |
| 70 | Patch appears to work on student computers. |
| 50 | Patch is vaporware. |
Research
Section titled “Research”Collaborate with a professor on a research topic, aiming to publish a small paper with your findings.
| Points | Criteria |
|---|---|
| 100 | Novel results or context or paper published, etc. |
| 90 | Prototype works on a wide range of reasonable inputs and some challenging ones. |
| 80 | Prototype works on reasonable inputs. |
| 70 | Prototype works on trivial inputs. |
| 50 | Prototype is vaporware. |
Consultancy
Section titled “Consultancy”Develop software for a specific external project partner.
| Points | Criteria |
|---|---|
| 100 | System is in production and is public-facing or part of critical operations. |
| 90 | Project partner is actively working to integrate system into production, and system is public-facing or part of critical operations. |
| 80 | Project partner feedback on an earlier prototype; concerns have been addressed in newer version. |
| 70 | Project partner feedback on an earlier prototype. |
| 50 | System diverges significantly from Project partner requirements; project partner does not intend to use the system; team has stopped speaking to project partner. |
New Product or Game
Section titled “New Product or Game”This category involves creating a new product or game, which may or may not become a viable business.
| Points | Criteria |
|---|---|
| 100 | Hundreds of light users or tens of heavy users or positive mention in mainstream/industry press or winning a reputable startup/gaming pitch competition. |
| 90 | Two dozens users you don’t know or rigorous user study. |
| 80 | A dozen users you don’t know or user study. |
| 70 | Friends have tried your software. |
| 50 | No users, nor user testing. |
Teamwork
Section titled “Teamwork”Capstone is fundamentally a team effort.
| Points | Criteria |
|---|---|
| 100 | Excels in shared leadership, seamless collaboration, proactive conflict resolution, and innovative contributions exceeding goals, adapting effectively to participation variances. |
| 90 | Achieves goals via robust collaboration, balanced leadership, and constructive resolution, driven by active contributions. |
| 80 | Meets core goals with adequate collaboration and basic leadership/conflict management, sustaining momentum despite uneven participation. |
| 70 | Achieves partial goals with some cohesion, but limited by unresolved issues or workload inefficiencies. |
| 50 | Fails goals due to poor collaboration, absent leadership, or unmanaged conflicts overwhelming adaptation. |
In addition to the general rubric for teamwork, we’re also using the Comprehensive Assessment of Team Member Effectiveness (CATME). The CATME Five Teamwork Dimensions will only be used for intra-groups peer reviews.
Communication
Section titled “Communication”The Communication facet evaluates sudents’ ability to effectively convey ideas, progress, and outcomes through various means such as email updates, presentations, documentation, and discussions.
| Points | Criteria |
|---|---|
| 100 | Clear, concise, and effective communication. Excellent presentations and well-structured documentation. |
| 90 | Good communication skills. Effective presentations and documentation with minor issues. |
| 80 | Adequate communication. Presentations and documentation are clear but may lack polish. |
| 70 | Basic communication skills. Presentations and documentation are understandable but with notable issues. |
| 50 | Poor communication. Presentations and documentation are unclear or ineffective. |
Individual Accountability
Section titled “Individual Accountability”Project partner evaluations are primarily team-level assessments. However, if a project partner explicitly flags that a specific student did not contribute meaningfully to the project, the instructor may apply individual grade adjustments to that student’s project partner score.
Corroboration Review
Section titled “Corroboration Review”When a project partner flags an individual student, the instructor will cross-reference that signal against the following:
| Source | What it shows |
|---|---|
| Peer evaluation scores and comments | Teammates’ direct assessment of contribution, work quality, and attitude |
| Individual work log sections in progress reports | Self-reported and team-reported sprint-by-sprint contributions with links |
| Repository activity | Commits, pull requests, code reviews, and issue ownership |
| Assignment attributions | Authorship of individual sections in submitted documents |
A flag that is corroborated by two or more of these sources is treated as strong evidence of non-contribution. A flag that is not corroborated may still result in a minor adjustment but will be given more benefit of the doubt, since project partners do not always have visibility into all aspects of individual work.
How Adjustments Are Applied
Section titled “How Adjustments Are Applied”Adjustments are applied at the facet level, based on what the corroborated evidence shows about the student’s individual contribution to each area. All six facets are susceptible to individual downgrading; none is protected by default.
For each facet, the instructor asks: does the evidence show that this student meaningfully contributed to this area? If the answer is no, the facet is graded at a level that reflects the student’s actual contribution rather than the team’s. A student with no traceable contribution across all areas may receive 50% on every facet. A student who communicated but did not produce output may receive a lower score on Teamwork and Design/Implementation while retaining the team’s score on Communication. The adjustment is always proportionate to what the evidence shows, facet by facet.
How Students Can Protect Themselves
Section titled “How Students Can Protect Themselves”The best protection is visible, traceable contribution throughout the term:
- A student should commit code to their own branches and open or close their own issues; work should not be committed by a teammate on their behalf.
- Each student should author their own sections in progress reports and other documents; having a teammate write their contributions for them undermines the traceability that protects them.
- All contributions should be measurable and attributable to the student. If a student is doing work that is not easily traceable (e.g., design discussions, testing, documentation), they should make sure to document it in a way that can be corroborated (e.g., meeting notes, issue comments, pull request reviews).
- If a student is blocked, they should communicate early with their team and their project partner. A student who raises a blocker and adapts is treated very differently from one who goes quiet.
- Peer evaluations reflect teammates’ real-time view of a student’s work. A student who is having a difficult term should address it in their individual retrospective section and discuss it with the instructor proactively; waiting until grades are posted is too late.