This work aims to study the relations between Problem-Based Learning (PBL) approaches in engineering education and the evaluation methodology in an under graduation and multidisciplinary engineering discipline in the area of new product development. Students were divided into two classes: a basic Problem-Based Learning (PBL) approach, such as teamwork, and a non-structured mission with specific deliverables. The other has the same basis but added Integration Scenarios (IS). IS demands students to think about a fictitious company where they could produce and sell the new product developed. Both disciplines were based on a Mechatronic Reference Model (MRM) for new product development. A new framework of students' grades connecting Knowledge, Abilities, and Attitudes (KAA) was used to evaluate their performances. As a result, we analyze students' perception of the learning experience in both classes. The most well-developed competencies were teamwork and leadership.