Rubric-based tools to support the monitoring and assessment of Bachelor’s Final Projects

Moreno, Verónica; Hernández Leo, Davinia

doi:http://dx.doi.org/10.14201/eks20151644762

Rubric-based tools to support the monitoring and assessment of Bachelor’s Final Projects

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Moreno Oliver V, Hernández-Leo D. Rubric-based tools to support the monitoring and assessment of Bachelor’s Final Projects. Education in the Knowledge Society. 2015; 16(4): 47-62. DOI 10.14201/eks20151644762

Abstract

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.