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This paper presents an efficient and objective procedure for the outcome-based assessment of engineering final year projects (FYP). The procedure, consisting of 6 steps, can easily be customized for different engineering curricula. A User Guide has been developed to help institutions create their own FYP assessment system. The guide includes the assessment procedure and aids for its implementation. Particularly, a set of FYP-oriented observable descriptors for Tuning outcomes was defined. The end-products of the proposed assessment procedure are a set of assessment reports that the evaluator agent/s must fulfil per milestone, marking the level reached by the student at every descriptor (0: unacceptable, 1: minimum acceptable, 2: good, 3: excellent). These marks are then gathered together in an overall assessment sheet showing, for every learning outcome, the evolution along the assessment milestones of the level reached by the student at any descriptor. This sheet is a very powerful tool for setting the final mark. All assessment agents use the same list of descriptors and the same levels of acquisition, thus improving the consistency, traceability and global quality of the assessment process.

Abstract-The introduction of sustainability skills into higher education curricula is a natural effect of the increasing importance of sustainability in our daily lives. Topics like green computing, sustainable design or environmental engineering have become part of the knowledge required by today's engineers. Furthermore, we strongly believe that the introduction of this skill will eventually enable future engineers to develop sustainable products, services and projects. The Final Year Project is the last academic stage facing students and a step towards their future professional engineering projects. As such, it constitutes a rehearsal for their professional future and an ideal opportunity for reflecting on whether their Final Year Project is sustainable or not, and to what extent. It also provides a good tool for reviewing the lessons learned about sustainability during the degree course and for applying them in a holistic and integrated way. In this paper, we present a guide that allows both students and advisors to think carefully about the sustainability of engineering projects, in particular the Final Year Project.