Crafting Rubric Criteria: Inductive Insights from Engineering Project-based Learning (PjBL) Laboratory

Establishing criteria for rubric development, particularly within the context of engineering education, is not a straightforward task. This challenge is further compounded by the availability of various types of rubrics, as well as the emergence of numerous AI-based tools and applications that can be used to construct rubrics for assessing student competencies. Each of these options has its own advantages and disadvantages, especially in terms of the validity and reliability of the assessment tool which refer to the extent to which the tool accurately measures the intended learning outcomes and reflects what actually occurs in the course. Therefore, the main objective of this study is to inductively develop rubric criteria based on qualitative data collected directly from the implementation of Project-Based Learning (PjBL) in an engineering laboratory setting. The step-by-step approach adopted in this study involves qualitative data collection and validation at each stage of analysis to identify the key criteria that should be included in the student rubric. By the end of the study, a clear process will be demonstrated on how rubric criteria can be developed and qualitatively evaluated based on actual learning experiences within the classroom.