Abstract:

In this work, a model to carry out final-thesis assessment is developed using a competence based-grading approach. The model proposed is based on a chronological basis where different stages are described. In these stages the students´ and the instructors´ roles are described. In every stage, the corresponding documents to assist the final users within the process were developed such as the learning agreement, the students´ reflexive diary, the rubrics to assess the generic competencies and the final grading scheme. The model is settled down on three fundamental pillars: Professionalization (P), Compromise (C) and Transparency (T). The students will perform authentic tasks, underlining the importance of reflection about the acquired experience and competences, creating a sense of professionalization, managing mistakes and sucesses and movilizing skills in a contextual way. Furthermore, students take an active part, fact, that empower students to develop a sense of control over their own learning. Finally, transparency is applied at all stages and specially within assessment procedures.

Keywords:

Competence-based grading, thesis, rubric.