González de Sande, Juan Carlos and Gutiérrez Arriola, Juana María and Sáenz Lechón, Nicolás and Eckert, Martina and García del Pino, Pedro and Pescador del Oso, Fernando and Fraile, R.
Competence assessment of final year projects for undergraduate telecommunication students.
In: "4th International Conference of Education, Research and Innovation (ICERI) Madrid, Spain. 14-16 November, 2011", 14/11/2011 - 16/11/2011, Madrid. ISBN 978-84-615-3324-4. pp. 989-997.
The value of project-based learning has lead to the inclusion of project development activities in engineering courses, being the Final Year Project (FYP) the most remarkable one. Several approaches have been proposed for assessing and grading FYPs but, among them, rubrics are becoming a standard for such type of assessment. However, due to the different characteristics and orientations of the projects (some are more practically oriented, some more theoretically), and the high amount of different competences to be evaluated (knowledge, working capability, communication skills, etc.), the definition of one unique rubric suitable for the evaluation of all FYPs presented in different degree programs, is a big challenge. In a former work, the educational outcomes expected from the FYP were defined and resulted in a proposal for their assessment. Afterwards, the proposal has been tested during one year within an educational innovation-project at the Universidad Politécnica de Madrid which involved the follow-up of 8 undergraduate telecommunication students elaborating their FYPs. In this publication, our experience will be described, based on the emerging work taking place through the formalisation of the process which consisted in the following steps: i) establishment of a schedule for the whole process (publication of FYPs topics, selection of applying students and their enrolment, assignation of a jury to each FYP, elaboration and follow-up of FYPs, final report submission, oral presentation, etc.); ii) design of rubrics for each of three assessment parts: working process, final report and oral presentation; and iii) follow-up and evaluation of the involved FYPs. Finally, problems that appeared during this experience (e.g. administrative aspects, criticisms and suggestions from the students, tutors and juries involved) are discussed and some
modifications in the assessment system will be proposed in order to solve or minimize these problems.