Herramientas basadas en rúbricas para el control y la evaluación de los Proyectos Final de Grado

Oliver, Verónica Moreno; Hernández‐Leo, Davinia

doi:10.14201/eks20151644762

Cited by 3 publications

(1 citation statement)

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“…In the particular case of the FDP course, it must be taken into account that there are some differences with respect to the rest of the degree courses, such as the absence of scheduled lectures, the existence of one or two academic supervisors who guide the student during the completion of the FDP, and the final assessment, which is done by an evaluation commission formed by university teachers, who are often unaware of the learning process undertaken by the student during the completion of the FDP [4]. These characteristics of the FDP course have promoted the development of technological and methodological tools to facilitate both the management of all the information required by the course [6] and the monitoring [4] and evaluation of the FDP [7,8].…”

Section: Introductionmentioning

confidence: 99%

Assessment of Actual Workload and Student Performance in the Agricultural Engineering Final Degree Project in a Spanish Higher Education Context

et al. 2022

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Twenty years after the Bologna Declaration and a decade after Spanish university engineering degrees were updated to comply with the European Credit Transfer System (ECTS), there is still uncertainty on the degree of adaptation to the ECTS system of the final degree project (FDP) course in engineering programs, especially in terms of the workloads allocated to students. The inherent characteristics of the FDP course, with all the learning activities of an unstructured nature, make the real student workload as well as that of the FDP teachers very uncertain. This study addresses this issue by (1) identifying the nature of the unstructured student learning activities related to the FDP course, (2) measuring the time spent by students in the different FDP learning activities throughout the course, and (3) measuring the workload of FDP teachers. A user-friendly smartphone application was configured so that students and teachers in the agricultural engineering degree program at the University of Seville registered the time spent daily on each of the identified FDP learning (students) and supervising (instructors) activities. The results showed that the reported FDP workloads by students who passed the FDP course in either of the two exam periods of the academic year were not significantly higher than the nominal ECTS credit hours stipulated for the FDP course. The FDP teachers reported notably higher workloads than those stipulated by the university regulations. No significant correlation was found between student workload and FDP scores.

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Section: Introductionmentioning

confidence: 99%