Follow up Milestone rubric

Not reached Not reached a sufficient level Reached successfully Reached with excellence
Indicators related to the project
Contextualisation of the project
Does the student give an adequate definition of the framework in which the bachelor's thesis is carried out? Does the student describe how the problem in question is currently managed? Does the student consider the availability of similar or related products? Does the student justify his/her choice of technologies?
The student has not correctly contextualised the project. The student has not analysed similar problems or products in the current market. The student has not identified the different solutions and technologies for resolving the problem. The contextualisation is ambiguous and unclear. The student has identified few similar problems or products in the current market. The student has identified few solutions and technologies that could contribute to resolving the problem. The student gives an adequate definition of the framework in which the bachelor's thesis is carried out. The student has identified some similar problems or products in the current market. The student has adequately identified the solutions and technologies that could contribute to resolving the problem. The student gives a good definition of the framework in which the bachelor's thesis is carried out. The student has conducted an exhaustive analysis of similar problems or products in the current market. The student has identified and thoroughly contrasted the solutions and technologies that could contribute to resolving the problem.
Work plan
Have changes been made to the initial work plan? If so, are these changes justified, and does the student provide a definitive work plan? How do these changes affect the objectives or the implementation of the project? What impact do these changes have on costs? What stage of the work plan has been reached?
The student does not follow the initial work plan and therefore does not identify or analyse subsequent changes. The student does not know what stage of the work plan has been reached or how long the project will take to complete. The student follows the initial work plan, identifies subsequent changes, but does not give any reasons for these changes. The student knows what stage of the work plan has been reached but cannot estimate how long the project will take to complete. The student follows the initial work plan, identifies subsequent changes and analyses the reasons for these changes. The student gives a satisfactory explanation of the changes and reflects them in the definitive work plan. The student explains how the changes affect the objectives and costs and knows precisely what stage of the work plan has been reached and how long the project will take to complete. The student follows the initial work plan, identifies subsequent changes and analyses the reasons for these changes. The student gives an excellent explanation of the changes and reflects them in the definitive work plan. The student analyses in detail how the changes affect the objectives and costs and knows precisely what stage of the work plan has been reached and how long the project will take to complete.
Methodology and rigour
Have changes been made to the initial methodology? If so, does the student explain why the changes were made?
The student has not considered the possible advantages of changing the initial methodology. The student has changed the initial methodology but does not explain why. The student explains why changes were made to the initial methodology or explains why no changes were necessary. The student provides a flawless explanation for the changes to the initial methodology or explains why no changes were necessary.
Analysis of alternative solutions
Are the different alternatives to solve the problem analyzed? Is the chosen option justified?
The student does not analyse any alternatives and offers no explanation for his/her choice of solution. The student analyses some alternatives but overlooks other, important examples. The choice of solution does not appear to be the best option, or the student does not give sufficient explanation for his/her choice. The student analyses a sufficient variety of alternatives. The choice of solution is the correct option and the student gives sufficient explanation for his/her choice. The student analyses almost all of the reasonable alternatives available. The choice of solution is the correct option and the student gives an excellent explanation for his/her choice.
Integration of knowledge
Does the student integrate knowledge from a range of disciplines? Does the student propose creative solutions?
The student addresses a highly specific topic that does not overlap with the other disciplines covered during the degree. The proposed solutions do not have the necessary quality, or are not clearly and concisely explained, or have no relevance to the problem considered. The student addresses a highly specific topic and makes only superficial reference to other disciplines covered during the degree. The solutions are not clearly explained, are not clearly presented, or fall below the expected standard, or are not realistic solutions to the problem in question. The student combines aspects of various disciplines covered during the degree. In general, the solutions are clear and concise and meet the required standard. Almost all of the solutions are compatible with and capable of resolving the problem considered. The student has successfully integrated aspects of various disciplines covered during the degree and proposes novel solutions that perfectly resolve the problem in question.
Identification of applicable laws and regulations
Are the main project actions governed by a particular law/regulation? If so, does the project comply with this law/regulation?
The student gives no consideration to the legal framework and does not explain why. The student makes passing reference to a law/regulation but does not specify its relevance to the project. The student identifies some laws/regulations that have a bearing on the project or explains why the project is not governed by any specific law/regulation. The student offers a very good analysis of the laws/regulations that have a bearing on the project and clearly identifies the specific provisions that apply. The student confirms that the project complies with the applicable law/regulation or explains why it does not comply in isolated cases.
Indicators related to attitude
Commitment to the project
Has the student acted professionally and ethically throughout the project?
The student has attended very few or no meetings with the bachelor's thesis supervisor. The student has not completed all of the work or achieved all of the initial objectives. The student has not employed scientific/technical procedures or has not applied them with the necessary rigour. The student has attended almost all of the scheduled meetings with the bachelor's thesis supervisor. The student has carried out the project and achieved the initial objectives with additional motivation from the supervisor. The supervisor has had to provide guidance as to how to apply scientific/technical procedures with the necessary rigour. The student has attended and arrived punctually at all meetings with the bachelor's thesis supervisor. The student has worked respectfully, demonstrated a commitment to the project and achieved the initial objectives. The student applies scientific/technical procedures with the necessary rigour. The student has attended and arrived punctually at all meetings with the bachelor's thesis supervisor. Most meetings have been arranged at the student's request. The student has been highly motivated, worked respectfully and comfortably achieved the initial objectives. The student applies scientific/technical procedures with a high degree of rigour.
Initiative and decision-making
Has the student been proactive in his/her decision-making? Has he/she adequately justified the decisions? Has the student demonstrated initiative in carrying out the project? Has the student demonstrated an ability to address/overcome obstacles?
The student has shown no interest in contacting the supervisor/tutor and has made no proposals. The supervisor/tutor has had to take responsibility for the development of the project. The student has not thought of any alternatives to the chosen solution. The supervisor/tutor has had to propose alternatives and identify the best options. The student has shown an interest but has maintained little contact with the supervisor/tutor. The student makes occasional proposals (showing only the minimum effort required). The student has not thought of many alternatives to the chosen solution. The supervisor/tutor has proposed more alternatives and has had to help the student justify the chosen solution. The student has contacted the supervisor/tutor with the necessary regularity and makes proposals for the project with the support of the supervisor/tutor. The student has identified some alternatives to the chosen solution and, with minor assistance from the lecturer, identified the best options, providing satisfactory explanations for his/her choices. The student has contacted the supervisor/tutor frequently, makes many interesting proposals and works at a reasonable pace. The student has clearly identified and evaluated the chosen solution, and provides flawless explanations for his/her choices.