| Initial Milestone (GEP teacher) rubric | Follow up Milestone rubric | Final Milestone rubric | |
|---|---|---|---|
| Problem formulation | What problem does the project address? Has the problem already been resolved? If so, can an existing solution be used/adapted, or does a new solution need to be designed? What are the aims of the bachelor's thesis? Are they clearly and comprehensively specified? Is the scope of the project delimited? Who is the product intended for? Who will use the solution? Who will benefit from the results? Is the project complex enough to be considered a bachelor's thesis? Is there sufficient justification for it to be carried out by a technical engineer? | To what extent does the project resolve the initial problem? | |
| 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? | ||
| Work plan | Does the student provide an initial work plan for the project? Does the student provide an initial cost analysis (efforts and resources)? Does the student provide an estimation of constraints and/or risks? | 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? | 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? |
| Methodology and rigour | Does the student describe his/her methodology? What tools will be used to monitor the project? Does the student describe the validation method for the project results? | Have changes been made to the initial methodology? If so, does the student explain why the changes were made? | 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? |
| Analysis of alternative solutions | Are the different alternatives to solve the problem analyzed? Is the chosen option justified? | ||
| 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? | 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? | |
| 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? | ||
| Commitment to the project | Has the student acted professionally and ethically throughout the project? | ||
| Integration of knowledge | Does the student integrate knowledge from a range of disciplines? Does the student propose creative solutions? | ||
| 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? | ||
| 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? | ||
| Clear and correct written expression | Are the documents written with sufficient clarity for readers with no prior knowledge of the project? Are they orthographically, syntactically and semantically correct and does the student express ideas with precision? Does the student give definitions of new terms when necessary? Has the student given the documents a final read-through before submitting them? | 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? | |
| 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? | ||
| 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? | 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? | |
| 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? | 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? | |
| 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.)? Is the use of tables, figures, images, colour, blocks of text, font size, etc. conducive to an enjoyable presentation? Are points organised logically to match the structure of the project and does the presentation flow naturally? | 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? | |
| Writing skills in a foreign language | Ability to write technical documents correctly in English. | ||
| Third Speaking Language | Make a presentation in English, explaining the ideas and concepts in an understandable way and using a broad technical vocabulary. |