| Not reached | Not reached a sufficient level | Reached successfully | Reached with excellence | |
|---|---|---|---|---|
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Problem formulation To what extent does the project resolve the initial problem? |
The project does not resolve the initial problem and/or the solution falls well below the required standard. The project fails to achieve most of the initial objectives. | The project partially resolves the initial problem but the solution falls below the required standard. The project achieves more than two thirds of the initial objectives, although sufficient explanation is not necessarily given for those objectives that have not been achieved. | The project resolves the initial problem to a satisfactory degree and achieves almost all of the initial objectives. If an objective has not been achieved, are sufficient reasons given? | The project resolves the initial problem excellently and perfectly achieves all of the initial objectives. |
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Work plan Has the student reviewed the commitments (objectives, scope, work plan, costs, etc.) acquired from the previous milestones? If so, are sufficient reasons given for the changes? Does the student provide a quantification of the work carried out and an economic evaluation of the project? |
The student has not provided an initial and/or definitive work plan or has structured them/it incorrectly. The student does not provide a quantification of the work carried out or an economic evaluation of the bachelor's thesis. | The student has provided an initial and a definitive work plan. The student provides a quantification of the work carried out and an economic evaluation of the bachelor's thesis, both of which are highly inaccurate. | The student has provided an initial and a definitive work plan and gives a satisfactory explanation for the changes. The student provides a satisfactory quantification of the work carried out and an economic evaluation of the bachelor's thesis. | The student has provided an initial and a definitive work plan and gives a good explanation for the changes. The student provides a quantification of the work carried out and an economic evaluation of the bachelor's thesis, both of which are highly accurate. |
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Methodology and rigour Does the student clearly explain how the solution has been reached? Does the student clearly explain how the solution has been validated? Does the student give sufficient details for the analytical, synthesis and evaluation procedures to be reproduced? If a numerical evaluation is given, are the figures correct and duly explained? |
The student does not establish any conclusions about the study, or makes statements without the support of any empirical evidence. | The student provides information that could enable others to verify the results or evidence that is simply anecdotal. | The student takes a reasonably systematic approach to providing evidence to support his/her concluding statements and has provided a descriptive summary of this evidence. | The student takes a very systematic approach to providing evidence to support his/her concluding statements and has provided a summary that controls for statistical error. |
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Sustainability and social commitment Is the social, environmental and/or economic impact that the project may have on the environment in which it is framed analyzed? For example, will the project improve, directly or indirectly, the quality of life of people? Will the project reduce the ecological footprint? Will the project be economically viable? A study of the state of the art is performed on how the problem addressed by the project is currently solved? Is it described how the project proposal will improve the current solutions in the social, economic and environmental aspects? Are indicators proposed to measure the project's impact on the three sustainability dimensions? |
The student does not answer the questions from sustainability matrix corresponding to the initial milestone, does not describe how the problem is currently solved nor how the proposed solution improves existing solutions in the environmental, social and economic aspects, does not consider the possible impact of the project in the three sustainability dimensions and does not propose indicators to empirically measure this impact. | The student does not answer all the questions from sustainability matrix corresponding to the initial milestone; or the student does not describe how the problem is currently solved nor how the proposed solution improves existing solutions in the environmental, social and economic aspects; or the student does not consider the potential impact of the project in the three sustainability dimensions and does not propose indicators to empirically measure this impact. | The student answers questions from sustainability matrix corresponding to the initial milestone. The student describes how the problem is currently solved and briefly describe how the proposed solution improves existing solutions in the environmental, social and economic aspects. The student estimates the potential impact of the project in the three sustainability dimensions and proposes indicators to empirically measure this impact. | The student answers the questions from sustainability matrix corresponding to the initial milestone. The student describes how the problem is currently solved and how the proposed solution improves existing solutions in the environmental, social and economic aspects. The student makes a consistent estimate of the eventual impact of the project on the three sustainability dimensions, justifies clearly how the estimate was made and proposes indicators to empirically measure this impact. |