Abstract: This paper presents a new portfolio-based methodology for supervising the Final Year Project (FYP) in Engineering studies at the Escola Polite`cnica Superior (EPS) at the Universitat de Lleida (UdL). The main aim of the portfolio methodology, or learning-folder, is to maintain the students’ motivation throughout the FYP process, keeping their stress level within advisable limits and increasing the student–teacher interaction. Thus, the students’ well-being is improved and, as a consequence, the FYP completion rate rises. In order to achieve this goal, the proposed methodology emphasises the following aspects: (1) put in place a continuous outcome-based assessment, (2) plan and schedule periodic face-to-face meetings and (3) motivate the students to think about their own incentives. This methodology was implemented in a webbased tool, over the Sakai virtual campus. In order to compare our methodology with the traditional one, an evaluation was carried out during the 2008–09 and 2009–10 courses with a control group of 40 students and 11 teachers. The experimental results have shown that a high percentage of students who used the portfolio finished their FYPs within the time envisaged in the curricula plan. They also obtained higher marks in the majority of evaluated skills and planned their leisure time better.
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