Rubric-based tools to support the monitoring and assessment of Bachelor’s Final Projects
The role of Bachelor’s Final Projects (BFP) in Engineering Education/nis critical since it offers the opportunity for students to integrate and/nemploy specific and transversal competences they have developed/nalong the degree. However, given the special characteristics of this/ncurriculum component...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2015 |
| Country: | España |
| Institution: | Universitat Pompeu Fabra |
| Repository: | Repositorio Digital de la UPF |
| OAI Identifier: | oai:repositori.upf.edu:10230/25504 |
| Online Access: | http://hdl.handle.net/10230/25504 http://dx.doi.org/10.14201/eks20151644762 |
| Access Level: | Open access |
| Keyword: | Formative assessment Summative assessment Bachelor’s Final Projects Engineering education Tool Assessment rubrics Evaluación formativa Evaluación sumativa Trabajo Fin de Grado Formación en ingeniería Herramienta Evaluación mediante rúbricas |
| Summary: | The role of Bachelor’s Final Projects (BFP) in Engineering Education/nis critical since it offers the opportunity for students to integrate and/nemploy specific and transversal competences they have developed/nalong the degree. However, given the special characteristics of this/ncurriculum component (personalized according to the student’s/ninterests, the number of teachers involved, the changing assessment/nboards, etc.), the systematization of its formative and summative/nassessment has been extensively recognized as problematic but/nhighly necessary. To face this problem, there are several recent/ninitiatives reported in the literature that propose a set of rubrics as/ntools for project advisors and board members to structure the/nassessment. In this paper, we report the experience in the Engineering/nSchool at Universitat Pompeu Fabra (Barcelona) employing a rubricbased/napproach as part of an assessment guide (with a web-based/nsupport tool) for BFP. The guide has been evaluated using quantitative/nand qualitative data gathering techniques used before, during and/nafter the rubrics use, and the results provide insights about its utility,/npertinence, user-friendliness, preciseness and actual adoption./nFindings led to the provision an additional feature in the web-based/ntool for the integrated assessment of transversal and specific/ncompetences and a view of a summarized version of the rubrics that/ncan be used using mobile devices. |
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