Factors for Consideration in Capstone Design Assessment Schemes: A Systematic Review and Critical Reflection

• Published in: Proceedings of the Canadian Engineering Education Association (CEEA)
• Main Authors: Heitzner, Jackie, McKay, Kenneth N, Hurst, Ada
• Format: Journal Article
• Language: English
• Published: 31.07.2025
• ISSN: 2371-5243; 2371-5243
• DOI: 10.24908/pceea.2025.19709

Grading schemes in engineering capstone design courses—whether numeric, letter-based, or pass/fail—may impact student learning, motivation, and stress. Given the summative nature of capstone courses and their influence on graduate studies and employment, understanding grading implications is essential. Despite ongoing discussions about grading, there is limited research on how different grading schemes affect motivation and learning outcomes in capstone courses. A systematic literature review produced over 1000 results, of which 35 were deemed relevant and further analyzed. The review found no studies comparing grading schemes in capstone courses or their effects on motivation, stress, or mark inflation. Six key themes are highlighted: grading scheme characteristics, quantitative scoring, lack of critical grading, project variance, instructor competency, and team project challenges. The research highlights gaps in assessment methods and suggests future study areas to assess grading practices in capstone courses, including instructor training, assessment structures, and grading’s role in student development.