About this paper

Appears in:
Pages: 3395-3400
Publication year: 2015
ISBN: 978-84-608-2657-6
ISSN: 2340-1095

Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain

BACHELORS FINAL PROJECT EVALUATION USING RUBRIC

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.
@InProceedings{DOMINGUEZPEREZ2015BAC,
author = {Dom{\'{i}}nguez-P{\'{e}}rez, M. and Rilo, E. and Garc{\'{i}}a-Garabal, S. and Cabeza, O.},
title = {BACHELORS FINAL PROJECT EVALUATION USING RUBRIC},
series = {8th International Conference of Education, Research and Innovation},
booktitle = {ICERI2015 Proceedings},
isbn = {978-84-608-2657-6},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2015},
year = {2015},
pages = {3395-3400}}
TY - CONF
AU - M. Domínguez-Pérez AU - E. Rilo AU - S. García-Garabal AU - O. Cabeza
TI - BACHELORS FINAL PROJECT EVALUATION USING RUBRIC
SN - 978-84-608-2657-6/2340-1095
PY - 2015
Y1 - 18-20 November, 2015
CI - Seville, Spain
JO - 8th International Conference of Education, Research and Innovation
JA - ICERI2015 Proceedings
SP - 3395
EP - 3400
ER -
M. Domínguez-Pérez, E. Rilo, S. García-Garabal, O. Cabeza (2015) BACHELORS FINAL PROJECT EVALUATION USING RUBRIC, ICERI2015 Proceedings, pp. 3395-3400.
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