eprintid: 21107
rev_number: 21
eprint_status: archive
userid: 1903
dir: disk0/00/02/11/07
datestamp: 2014-03-25 12:29:47
lastmod: 2016-04-21 11:13:03
status_changed: 2014-03-25 12:29:47
type: conference_item
metadata_visibility: show
item_issues_count: 0
creators_name: González de Sande, Juan Carlos
creators_name: Gutiérrez Arriola, Juana María
creators_name: Sáenz Lechón, Nicolás
creators_name: Eckert, Martina
creators_name: García del Pino, Pedro
creators_name: Pescador del Oso, Fernando
creators_name: Fraile, R.
title: Competence assessment of final year projects for undergraduate telecommunication students
publisher: IATED Publications
rights: by-nc-nd
ispublished: pub
subjects: educacion
full_text_status: public
pres_type: paper
keywords: Competence assessment, rubrics, project-based learning
abstract: 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.
date_type: published
date: 2011-11
place_of_pub: [Valencia]
pagerange: 989-997
pages: 9
event_title: 4th International Conference of Education, Research and Innovation (ICERI) Madrid, Spain. 14-16 November, 2011
event_location: Madrid
event_dates: 14/11/2011 - 16/11/2011
event_type: conference
institution: E_Telecomunicacion
department: Ingenieria_Circuitos
refereed: TRUE
isbn: 978-84-615-3324-4
book_title: Proceedings of ICERI2011.  14th-16th November 2011, Madrid, Spain
official_url: http://library.iated.org/publications/ICERI2011
referencetext: [1] Markham, T.; Larmer, J.; and Ravitz, J. (2003) Project-based learning handbook, 2nd ed. Buck Institute for Educ. 
[2] Shafie, A; Janier, J.B. and Herdiana, R. (2008) Students’ learning experience on the final year project for Electrical and Electronics Engineering of Universiti Teknologi PETRONAS. International Conference on Engineering Education, Budapest (Hungary) 
[3] Hassan, H.; Domínguez, C.; Martínez, J.M.; Perles, A.; Albaladejo, J.; Capella, J.V. (2001) Integrated multicourse project-based learning in Electronic Engineering, International Journal of Engineering Education, 17(3), pp. 261-266. 
[4] Jawitz, J.; Shay, S.;and Moore, R. (2002) Management and assessment of final year projects in engineering, International Journal of Engineering Education, 18(4), pp. 472-478. 
[5] Fraile, R.; Argüelles, I.; González; J. C.; Gutiérrez-Arriola, J.M.; Godino-Llorente, J. I.; Benavente, C.; Arriero, L.; and Osés, D. (2010) A Systematic Approach to the Pedagogic Design of Final Year Projects: Learning Outcomes, Supervision and Assessment. International 
Journal of Engineering Education, 26(4), pp. 997-1007. 
[6] Krishnan, L. A. and Kathpalia, S. S. (2002) Literature reviews in student project reports. IEEE Transac. Prof. Comm., 45(3), pp. 187–197. 
[7] Fraile, R.; Argüelles, I.; González de Sande; J. C.; Gutiérrez-Arriola, J.M.; Godino-Llorente, J. I.; 
Arriero, L.; Osés, D.; and Benavente, C.; (2009) Definition of the educational outcomes of final year projects. Proceedings of INTED2009 Conference. 
[8] Fraile, R.; Argüelles, I.; González; J. C.; Gutiérrez-Arriola, J.M.; Benavente, C.; Arriero, L.; and Osés, D. (2010) A Proposal for the Evaluation of Final Year Projects in a Competence-based Learning Framework. IEEE EDUCON 2010 Conference Book, pp. 928-933. 
[9] “Rubistar. create rubrics for your project-based learning activities,” University of Kansas, Sept.20 2011. [Online]. Available: http://rubistar.4teachers.org 
[10] Taira, H.; Fan, Y.;Yoshiya, K.; and Miyagi, H.(1996) A method of constructing pairwise comparison matrix in decision making, IEEE International Conference on Systems, Man, and Cybernetics, San Antonio (USA), 4, pp. 2511–2516.
citation:   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.  (2011).  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.    
document_url: https://oa.upm.es/21107/1/INVE_MEM_2011_124215.pdf