Abstract:

The Bologna reform of High Education has brought, among many other transformations, the obligatory for the students to prepare and expose orally a Bachelors Final Project (BFP) to obtain the Bachelor Degree for every university career. The evaluation of those BFP is double: First the tutors evaluate the competences developed by the student during the BFP making. Later a tribunal, composed by three professors of the corresponding Degree, evaluates the final work, including its oral presentation. To do that, one possibility is to prepare two Rubrics for the evaluation, one for the tutors and another one for the tribunals. The advantage of this rubric is that it allows use a common list of parameters to punctuate for all evaluators, independently of the BFP subject. Also the rubric is previously known by the students which help them to prepare its project. The disadvantage is the low flexibility of the rubric to take into account all possible kind of BFPs proposed for the students, including bibliographic revision, experimentation in laboratory, field research or purely theoretical…

In our Faculty, we have followed this academic course for the first time the rubric scheme for BFP evaluation of competences. That rubric was elaborated by the Academic Commission (AC) in collaboration with all Professors that had proposed any BFP. Finally it was approved by the AC looking for unanimity of all of its members. The authors of this communication have experience with that rubric because some of us belong to the AC, and others are tutors of any BFP and/or are members of the tribunal that will judge BFPs (obviously not that tutored).

Thus, the aim of this communication is to discuss the strengths and feebleness of the usage of the rubric to evaluate BFP, and propose modifications after this first year of experience and also observing the corresponding methods used by other European Faculties and Universities.

Keywords:

Bachelor Final Project, rubric, evaluation.