Assessment Rubric. Ways to Use it and Knowledge Acquisition, by a Group of University Professors
Rúbrica de evaluación. Usos y aprendizajes en un grupo de docentes universitarios
| 2020 | |
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rubrics higher education university teaching teacher professional development formative assessment rúbricas educación superior docencia universitaria desarrollo profesional docente evaluación formativa |
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| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
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https://revistas.ucu.edu.uy/index.php/paginasdeeducacion/article/view/2234
https://hdl.handle.net/10895/3984 |
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| Acceso abierto |
| Sumario: | The aim of this study is to know the way in which a group of university professors use the assessment rubric and the knowledge they acquire when adding this tool. A single case study is conducted, using a qualitative methodology. Participant observation and in-depth interviews are used as data collection instruments. Results indicate that the use has several stages. First, all the interviewed elaborate their own tools; then they apply them to improve the assessment and finally they analyze the results in search of coincidences and differences from which to make decisions regarding ways to teach. Concerning the learning, professors identify new knowledge acquisition in respect to their courses and themselves, which they later add to improve their performance. The results show a relationship between the use of the rubric and the reflection on the experience, as well as a not sufficiently explored potential regarding the pedagogic function of the rubric for the development of the faculty staff. |
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