| Not reached | Not reached a sufficient level | Reached successfully | Reached with excellence | |
|---|---|---|---|---|
| Indicators related to the project | ||||
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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 there a chapter in the report dedicated to the sustainability analysis? An analysis of the social, environmental and economic impact of the project is carried out in this chapter by using the sustainability matrix? Are adequately answered all questions from sustainability matrix, calculating in a reasonable way the sustainability degree of the project? Has the student appropriately quantified the economic, environmental and social impact of the project? Exists an analysis of risks and a proposal to reduce them? Are personal conclusions about the sustainability of the project clearly presented? |
The student does not make a report on the sustainability of the project and no justification is presented. | The student includes a chapter on the project report on sustainability, but it is addressed in a sloppy and incomplete way. Student does not use the sustainability matrix or does not answer properly to the questions raised in the matrix. | The student includes a chapter in the report of the project with the study of the sustainability of the project. This chapter presents an analysis done by using the sustainability matrix. The study presents reflections on the impact of the project in terms of environmental impact, economic viability and quality of life of people involved, although these reflections can be improved because not all questions in the sustainability matrix are answered in detail, answers are not properly related or risks are not sufficiently taken into account. | The student makes a very good sustainability analysis, answering all the questions from sustainability matrix in a reasoned way. The questions are answered in the chapter containing the sustainability report by systemically considering environmental, economic and social aspects. The student quantifies the potential impact of sustainability of the project and includes indicators to empirically measure this impact. If any risks and negative impacts exist, the student proposes measures to reduce or eliminate them. |
| Indicators related to the memory | ||||
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Correct structure and organisation Does the report include an abstract (in Spanish/Catalan and English)? Is there a table of contents, and are pages and sections numbered? Does the report have a coherent structure? Is the report complete? Is there a separate conclusions section, which summarises and establishes links between the different topics addressed? Are the conclusions well reasoned? Do the abstract, introduction and conclusions give a clear idea of the project's content? |
The report does not have a table of contents or abstract and the introduction falls below the required standard. The report has an incoherent and significantly incomplete structure. There is no separate conclusions section. The abstract, introduction and conclusions do not give a clear idea of the project's content. | The report contains a general table of contents and correctly numbered pages and sections. The introduction and abstract are not very informative. The report has an incoherent and slightly incomplete structure. There is a separate conclusions section, but the conclusions are not well reasoned. The abstract, introduction and conclusions do not give a very clear idea of the project's content. | The report has a general table of contents and numbered pages and sections (and a sufficiently detailed list of figures and glossary of abbreviations). The introduction and abstract are fairly informative. The report has a sufficiently coherent and complete structure. There is a separate conclusions section, and the conclusions are well reasoned. The abstract, introduction and conclusions give a sufficiently clear idea of the project's content. | The report has a general table of contents and numbered pages and sections (and a very detailed list of figures and glossary of abbreviations). The introduction and abstract (in Spanish/Catalan and English) are very informative. The report has a coherent and very complete structure. There is a separate conclusions section, and the conclusions are very well reasoned. The abstract, introduction and conclusions give a very clear idea of the project's content. |
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Clear and correct written expression Is the report written with sufficient clarity for readers with no prior knowledge of the project? Is the report orthographically, syntactically and semantically correct and does the student express ideas with precision? Does the student give clear definitions of new concepts when necessary? Having completed the report, has the student given it a final read-through? |
The report is barely understandable, is imprecise and ambiguous throughout and contains frequent grammatical errors. There are many orthographical, syntactic or typographic errors. | The report is understandable only to a specialist audience, or uses imprecise or grammatically suspect language. The student has not defined all of the concepts and abbreviations used. There are orthographical, syntactic or typographic errors. | The report is easily understandable to a general audience. The language is precise and grammatically correct. The student gives satisfactory definitions for all of the concepts and abbreviations used. There are no orthographical, syntactic or typographic errors. | The report is easily understandable to general and specialist audiences alike. The language is precise and instructive. The student provides definitions of the concepts and abbreviations in a standalone section (glossary, etc.). Formal language is used when required. There are no orthographical, syntactic or typographic errors. |
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Use of resources Does the student identify potentially confusing aspects of the project and clarify them with examples and explanations? Are footnotes or endnotes included, if required? Are the tables and figures self-explanatory without reading the text? Are the references correctly cited? Are the sources of cited text and/or third party figures/images clearly identified? |
The student makes no use of examples, tables, figures, lists or pseudocode, which would have been appropriate to the study. The references are not correctly cited. The sources of third party content used in the project are not clearly identified. | The student does not provide appropriate examples. However, some use of tables, figures, lists or pseudocode is made where appropriate. All references are cited, but not all correctly. Not all of the sources of third party content are clearly identified and some are incorrectly identified. | The student provides appropriate examples. The student makes use of tables, figures, lists or pseudocode where appropriate. The references are correctly cited. The sources of all third party content used in the project are clearly identified. | The student provides appropriate examples. The student makes use of tables, figures, lists or pseudocode where appropriate and has designed them effectively to transmit valuable information without overloading the reader. The student has used notes and/or appendices to complement the information in the main text. The references are correctly cited. Additional references are given to complement the information in the main text. The sources of all third party content used in the study are clearly identified and the student explains why each source was chosen. |
| Indicators related to the presentation | ||||
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Verbal communication Does the student use appropriate technical language? Does the student use appropriate intonation, avoid the use of filler words and maintain an audible tone of voice? Do the student's answers link to other aspects of the thesis? Does the student give clear explanations of the fundamental aspects of the project? Does the student express himself/herself naturally? Does the student show evidence of preparation and practice? |
The language is inappropriate. The student uses filler words. The student's tone of voice is inaudible to the audience. The explanations are hard to understand. | The student uses appropriate technical language. The student's delivery is monotonous and/or hesitant. The explanations are slightly confused. The student does not answer questions clearly. | The student uses appropriate technical language and appropriate intonation, avoids the use of filler words and maintains an audible tone of voice. The student gives clear explanations of the fundamental aspects of the project. The student answers questions correctly, rephrasing if necessary. | The student uses appropriate technical language and appropriate intonation, avoids the use of filler words and maintains an audible tone of voice. The student gives clear explanations of the fundamental aspects of the project. The student's answers link to other aspects of the thesis. The student expresses himself/herself naturally. The student uses tone of voice and speed of delivery to structure the presentation. |
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Non-verbal communication Does the student control and influence the audience with non-verbal messages such as hand gestures, facial expressions or choice of clothing? Does the student display good time management skills? Does the student make effective use of pauses? Does the student successfully draw attention to his/her voice, when the key message is oral, and to the corresponding transparency, when the key message is visual? |
The student's NVC indicates nervousness but primarily a lack of preparation and practice. | The student shows evidence of practice. The student's NVC indicates nervousness. The student moves too much or too little, makes little use of NVC, or makes unconvincing use of NVC. | The student shows evidence of good preparation and keeps his/her nerves under control. The student uses a range of NVC techniques (eye contact with the audience, hand gestures to reinforce ideas, etc.). The student makes effective use of rhythm and pauses. The student's choice of clothing is appropriate. | The student controls and influences the audience with non-verbal messages. The student successfully draws attention to his/her voice, when the key message is oral, and to the corresponding transparency, when the key message is visual. The student's body language during the question and answer session indicates attention, concentration and confidence. |
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Confident use of supporting materials Has the student made an appropriate selection of the project sections to be presented? Do the supporting materials (generally transparencies) contain all the required elements (numeration, title page, final transparency, etc.)? Does the use of tables, figures, images, colour, blocks of text, font size, etc. make the project more enjoyable? Are points organised logically to match the structure of the project and does the presentation flow naturally? |
No tables or figures are used, despite the fact that they could contribute to the understanding of the project.//The presentation lacks most of the required elements (title, numbered slides, etc.). The transparencies contain too much or too little text. // The presentation lacks order: some parts are missing while other are explained in excessive detail. The student does not give definitions of new terms or concepts. | The tables and figures are difficult to understand or cannot be clearly interpreted due to poor use of colour, font size, etc. // The transparencies lack some required elements. The number of lines of text, font size, etc. are appropriate // The student attempts to explain the entire project, or important parts are omitted, making the presentation difficult to follow. Concepts are muddled. | The use of tables, figures, images, colour, blocks of text, font size, etc., is appropriate and contributes to the understanding of the presentation. // The transparencies contain all of the required elements: numeration, title page, final transparency, progress bar, headers and footers, etc. The number of lines of text, font size, etc. are appropriate. // The student has made an appropriate selection of the project sections to be presented. The student gives definitions of new terms as they appear and repeats these definitions if necessary. | The use of tables, figures, colour, blocks of text, font size, etc. makes the presentation more dynamic and helps to establish conclusions. // All of the general resources are present and are addressed in an original manner, making the presentation more dynamic and enjoyable. The sections presented give a general overview of the project and provide an appropriate and enjoyable level of explanation. The audience responds positively to the presentation. |
| Indicators related to the third language (optional) | ||||
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Writing skills in a foreign language Ability to write technical documents correctly in English. |
The document is not organised according to genre conventions. The section titles and headings are not those that would be expected and are not correctly expressed in English. The paragraphs are not well balanced (some are very detailed, other far less so) in many parts of the text. Ideas are not clearly differentiated, and the student makes incorrect used of keywords and discourse markers in English. The structure of the text should be reviewed (the transitions between ideas are not clearly expressed). The syntax is incorrect in many cases and there are frequent errors in the use of subordinate clauses (relative, of concession, etc.) and simple sentences. There are grammatical errors (verbs, prepositions, language use) throughout the document. The student's general and technical vocabulary is inappropriate in many cases (to the field or to the audience). Punctuation is used incorrectly and there are many proofreading errors. | The document is not organised according to genre conventions. Some of the section titles and headings are not those that would be expected. The paragraphs are not well balanced (some are very detailed, other far less so) in some parts of the text. Ideas are not clearly expressed, and the student makes incorrect use of keywords and discourse markers in English. The structure of the text should be reviewed (the transitions between ideas are not clearly expressed). The syntax is incorrect in many cases and there are errors in the use of subordinate clauses (relative, of concession, etc.) or an excessive number of coordinate sentences. There are grammatical errors (verbs, prepositions, language use) throughout the document. The student's general and technical vocabulary is inappropriate in many cases (to the field or to the audience). Punctuation is used incorrectly and there are some proofreading errors. | The document is organised according to genre conventions and the section titles and headings are correctly expressed in English. Paragraphs are clearly expressed and cohesively linked (effective use of keywords and discourse markers in English) but the structure of the text could be improved in some cases. The syntax is correct and the student uses subordinate clauses correctly, although there are many simple and coordinate sentences. There are very few grammatical errors (verbs, prepositions, language use). The student's general and technical vocabulary is not broad but is accurate and appropriate (to the field and the audience). Punctuation is used correctly although there are a few isolated proofreading errors. | The document is organised according to genre conventions and the section titles and headings are correctly expressed in English. Paragraphs are clearly expressed and cohesively linked (effective use of keywords and discourse markers in English). The syntax is correct and the student uses subordinate clauses correctly and limits the use of coordinate sentences. There are no grammatical errors (tenses, prepositions, language use). The student's general and technical vocabulary is broad, accurate and appropriate (to the field and the audience). Punctuation is used correctly and there are no proofreading errors. |
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Third Speaking Language Make a presentation in English, explaining the ideas and concepts in an understandable way and using a broad technical vocabulary. |
It has not properly planned presentation: the structure of the presentation is not clear and appropriate for the project presentation. He has not prepared the speech and lacks test: a fluid expression fails and stumbles continuously without clearly explaining ideas. No use discourse markers and passes abruptly from one topic to another. Make many grammatical and syntactical errors. Vocabulary is neither appropriate nor careful, both the technical and the general. The pronunciation is not correct and makes speech largely unintelligible presentation. He has not found the correct pronunciation of the key words. He does not answer clearly or adequately to the questions. | It has not properly planned presentation: the structure of the presentation is not suitable for project presentation. Has not sufficiently prepared speech and lacks test: the expression is not smooth, use wedges and often not clearly explain the ideas. Does not use appropriate discourse markers. The syntax and grammar are correct and make mistakes. The vocabulary is not entirely appropriate and careful, both the technical and the general. The pronunciation is not correct and makes unintelligible speech somewhere in the presentation. He has not found the correct pronunciation of the key words. He does not answer clearly or adequately to the questions. | It has properly planned presentation: clearly states the purpose and structure of the presentation is clear and appropriate for the project presentation. It has prepared the speech and the is shown at the presentation: the language is fluent and understandable in general, but at some point should ideas should had been better explained and use some new wedges. Uses appropriate discourse markers. The syntax and grammar are correct in general, although some isolated commits error. Vocabulary is appropriate and careful, both the technical and general, though not demonstrated a large vocabulary. The pronunciation is correct in general, but in some words makes mistakes promptly. Clearly and adequately answer the questions that are submitted with an isolated syntactic and grammatical error. | It has properly planned presentation: clearly states the purpose in English, and the structure of the presentation is clear and appropriate for the project presentation. It has prepared the speech and the test shows it: the language is fluent, clear and wedges, in a appropriate speeds and tone of voice. Explains ideas clearly and uses appropriate discourse markers in English. The syntax and grammar are correct. Vocabulary is appropriate, careful and comprehensive, both the technical and general. The pronunciation is correct in general and does not make mistakes in pronunciation keywords. Clearly and adequately answer the formulated questions, keeping the level of syntax and grammar. |