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...

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Autores: Moreno, Verónica, Hernández Leo, Davinia
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2015
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10230/25504
Acceso en línea:http://hdl.handle.net/10230/25504
http://dx.doi.org/10.14201/eks20151644762
Access Level:acceso abierto
Palabra clave: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
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oai_identifier_str oai:recercat.cat:10230/25504
network_acronym_str ES
network_name_str España
repository_id_str
dc.title.none.fl_str_mv Rubric-based tools to support the monitoring and assessment of Bachelor’s Final Projects
title Rubric-based tools to support the monitoring and assessment of Bachelor’s Final Projects
spellingShingle Rubric-based tools to support the monitoring and assessment of Bachelor’s Final Projects
Moreno, Verónica
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
title_short Rubric-based tools to support the monitoring and assessment of Bachelor’s Final Projects
title_full Rubric-based tools to support the monitoring and assessment of Bachelor’s Final Projects
title_fullStr Rubric-based tools to support the monitoring and assessment of Bachelor’s Final Projects
title_full_unstemmed Rubric-based tools to support the monitoring and assessment of Bachelor’s Final Projects
title_sort Rubric-based tools to support the monitoring and assessment of Bachelor’s Final Projects
dc.creator.none.fl_str_mv Moreno, Verónica
Hernández Leo, Davinia
author Moreno, Verónica
author_facet Moreno, Verónica
Hernández Leo, Davinia
author_role author
author2 Hernández Leo, Davinia
author2_role author
dc.subject.none.fl_str_mv 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
topic 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
description 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.
publishDate 2015
dc.date.none.fl_str_mv 2015
2015
2015
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/25504
http://dx.doi.org/10.14201/eks20151644762
url http://hdl.handle.net/10230/25504
http://dx.doi.org/10.14201/eks20151644762
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Education in the Knowledge Society. 2015; 16(4): 47-62.
dc.rights.none.fl_str_mv http://creativecommons.org/licenses/by-nc-nd/3.0/es/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/3.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Ediciones Universidad de Salamanca
publisher.none.fl_str_mv Ediciones Universidad de Salamanca
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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spelling Rubric-based tools to support the monitoring and assessment of Bachelor’s Final ProjectsMoreno, VerónicaHernández Leo, DaviniaFormative assessmentSummative assessmentBachelor’s Final ProjectsEngineering educationToolAssessment rubricsEvaluación formativaEvaluación sumativaTrabajo Fin de GradoFormación en ingenieríaHerramientaEvaluación mediante rúbricasThe 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.El papel del Trabajo Fin de Grado (TFG) en Ingeniería es crítico dado/nque ofrece la oportunidad al estudiantado de integrar y aplicar las/ncompetencias, tanto específicas como transversales, desarrolladas/na lo largo del grado. Sin embargo, dadas sus características/nacadémicas (personalizado de acuerdo con los intereses del/nestudiante, el número de profesorado implicado, la evaluación/nmediante un tribunal, etc.), la sistematización de la evaluación/nformativa y sumativa del BFP es un elemento considerado tan/nnecesario como complejo. Para abordar la complejidad de ambos/nprocesos hay múltiples iniciativas recientemente reportadas a la/nliteratura que proponen el uso de rúbricas como herramienta para/nasesorar y monitorizar tanto el proceso como el producto. En este/nartículo analizamos la experiencia de la Escuela Superior Politécnica/nde la Universitat Pompeu Fabra (Barcelona) basada en la aplicación/nde rúbricas como parte de una guía de evaluación (con apoyo de una/nherramienta web) para los TFG. Esta guía fue evaluada cuantitativa/ny cualitativamente tanto antes, como durante y después del uso de/nlas rúbricas y los resultados obtenidos nos permitieron conocer su/nvaloración en términos de utilidad, pertenencia, usabilidad y precisión./nLos resultados nos llevaron a realizar cambios para aportar nuevas/nprestaciones a la herramienta web dirigidos a la integración de la/nevaluación de competencias transversales y específicas, así como el/ndiseño de una versión de la rúbrica resumida para su uso a través de/ndispositivos móviles.Ediciones Universidad de Salamanca201520152015info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/25504http://dx.doi.org/10.14201/eks20151644762reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésEducation in the Knowledge Society. 2015; 16(4): 47-62.© Verònica Moreno Oliver, Davinia Hernández- Leo; Artículo publicado con una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España en http://dx.doi.org/10.14201/eks20151644762http://creativecommons.org/licenses/by-nc-nd/3.0/es/info:eu-repo/semantics/openAccessoai:recercat.cat:10230/255042026-05-29T05:05:01Z
score 15,81155

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