¿Cómo emplear las rúbricas para implementar una verdadera evaluación formativa?

  1. Fraile, Juan 3
  2. Pardo, Rodrigo 1
  3. Panadero, Ernesto 2
  1. 1 Universidad Politécnica de Madrid
    info

    Universidad Politécnica de Madrid

    Madrid, España

    ROR https://ror.org/03n6nwv02

  2. 2 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

  3. 3 Universidad Francisco de Vitoria
    info

    Universidad Francisco de Vitoria

    Pozuelo de Alarcón, España

    ROR https://ror.org/03ha64j07

Aldizkaria:
Revista complutense de educación

ISSN: 1130-2496 1988-2793

Argitalpen urtea: 2017

Alea: 28

Zenbakia: 4

Orrialdeak: 1321-1334

Mota: Artikulua

DOI: 10.5209/RCED.51915 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Revista complutense de educación

Garapen Iraunkorreko Helburuak

Laburpena

A rubric is an assessment tool that allows the teacher to communicate the expectations about a task to students. Accordingly, the students can plan their work and assess the progress properly. However, only a use from a formative perspective guarantees learning enhancement and performance (E Panadero & Jonsson, 2013). While rubrics have become very popular over the past few years, they are commonly used as a grading tool (Andrade & Valtcheva, 2009). Assessment has a key role in teaching and learning process considering formative assessment perspective and the guidelines of the Bologna Process (López-Pastor, 2009). In this paper, key elements of design and use are stated to develop self-regulation, self-efficacy, learning and academic performance. In addition, guidelines for grading in a formative way are set out. Below, the steps relevant for enhancing real formative assessment and important dilemmas about it are mentioned. Consequently, rubrics can align instruction, assessment and grading.

Finantzaketari buruzko informazioa

Ernesto Panadero financiado por el Programa Ramón y Cajal (Referencia RYC-2013-13469). Ministerio de Economía y Competitividad.

Finantzatzaile

Erreferentzia bibliografikoak

  • Álvarez, J. M. (2005). Evaluar para conocer, examinar para excluir (2nd ed.). Madrid: Morata.
  • Andrade, H., y Du, Y. (2005). Student perspectives on rubric-referenced assessment. Practical Assessment, Research & Evaluation, 10(3), 1–11.
  • Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13–18.
  • Andrade, H. L., Du, Y., y Mycek, K. (2010). Rubric-referenced self-assessment and middle school students’ writing. Assessment in Education: Principles, Policy & Practice, 17(2), 199–214. doi:10.1080/09695941003696172
  • Andrade, H. L., Wang, X., Du, Y., y Akawi, R. L. (2009). Rubric-Referenced Self-Assessment and Self-Efficacy for Writing. The Journal of Educational Research, 102(4), 287–302. doi:10.3200/JOER.102.4.287-302
  • Andrade, H., y Valtcheva, A. (2009). Promoting Learning and Achievement Through Self-Assessment. Theory Into Practice, 48(1), 12–19. doi:10.1080/00405840802577544
  • Arter, J., y McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA: Corwin/ Sage.
  • Bain, K. (2006). Lo que hacen los mejores profesores universitarios. Valencia: Publicacions Universitat de València.
  • Bandura, A. (2003). Self-efficacy: The exercise of control. New York: W. H. Freeman.
  • Barberá, E. (1999). Evaluación de la enseñanza, evaluación del aprendizaje. Barcelona: Edebé.
  • Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364. doi:10.1007/bf00138871.
  • Black, P., y Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment Evaluation and Accountability, 21, 5–31.
  • Boekaerts, M., y Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18(3), 199–210.
  • Boekaerts, M., y Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology-an International Review- Psychologie Appliquee-Revue Internationale, 54(2), 199–231.
  • Bordas, I., y Cabrera, F. A. (2001). Estrategias de evaluación de los aprendizajes basados en el proceso. Revista Española de Pedagogía, 218, 25–48.
  • Boud, D. (1995). How does self-assessment relate to ideas about learning? En D. Boud (Ed.), Enhancing learning through self-assessment (pp. 24–35). New York: Routledge Falmer.
  • Brown, G. T. L., y Harris, L. R. (2013). Student Self-Assessment. En J. McMillan (Ed.), The SAGE handbook of research on classroom assessment (pp. 367–393). Thousand Oaks, CA: SAGE.
  • Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6–25.
  • Fernández, J. (2006). ¿Evaluación? No gracias, calificación. Cuadernos de Pedagogía, 243, 92–97.
  • Gezie, A., Khaja, K., Chang, V. N., Adamek, M. E., y Johnsen, M. B. (2012). Rubrics as a Tool for Learning and Assessment: What Do Baccalaureate Students Think? Journal of Teaching in Social Work, 32(4), 421–437. doi:10.1080/08841233.2012.705240
  • Good, T. L. (1987). Two decades of research on teacher expectations: Findings and future directions. Journal of Teacher Education, 38(4), 32-47. doi:10.1177/002248718703800406.
  • Goodrich Andrade, H. (2001). The effects of instructional rubrics on learning to write. Current Issues in Education, 4(4).
  • Jackson, C. W., y Larkin, M. J. (2002). Teaching Students to Use Grading Rubrics. Teaching Exceptional Children, 35(1), 40–45.
  • Jonsson, A., y Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130–144. doi:10.1016/j.edurev.2007.05.002
  • Kocakülah, M. S. (2010). Development and application of a rubric for evaluating students’ performance on Newton's laws of motion. Journal of Science Education and Technology, 19, 146–164. doi:10.1007/s10956-009-9188-9
  • Kostons, D., van Gog, T., y Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22(2), 121–132.
  • Kuhl, J. (2000). A functional-design approach to motivation and self- regulation. En M. Boekaerts, P. R. Pintrich, y M. Zeidne (Eds.), Handbook of self-regulation (pp. 111–169). San Diego, CA: Academic Press.
  • Lan, W. Y. (1998). Teaching self-monitoring skills in statistics. En D. H. Schunk y B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 86–105). New York, NY: Guilford Press.
  • López, V. M. (2004). Evaluación, calificación, credencialismo y formación inicial del profesorado. Revista Interuniversitaria de Formación Del Profesorado, 18(3), 221–232.
  • López-Pastor, V. M. (2009). Evaluación formativa y compartida en Educación Superior. Propuestas, técnicas, instrumentos y experiencias. Madrid: Narcea.
  • McConnell, K. D. (2013). Rubrics as catalysts for collaboration: a modest proposal. European Journal of Higher Education, 3(1), 74–88. doi:10.1080/21568235.2013.778043
  • McDonald, R., Boud, D., Francis, J., y Gonczi, A. (2000). Nuevas perspectivas sobre la evaluación. Boletín Cintefor, 149, 41–72.
  • Mertler, C. A. (2001). Designing Scoring Rubrics for Your Classroom. Practical Assessment, Research and Evaluation, 7(25). Disponible en: http://pareonline.net/getvn.asp?v=7&n=25
  • Moskal, B. M. (2003). Recommendations for developing classroom performance assessments and scoring rubrics. Practical Assessment, Research & Evaluation, 8(14). Disponible en: http://pareonline.net/getvn.asp?v=8&n=14
  • Panadero, E. (2011). Ayudas instruccionales a la autoevaluación y la autorregulación: Evaluación de eficacia de guiones de autoevaluación frente a la de las rúbricas. Universidad Autónoma de Madrid.
  • Panadero, E., y Alonso-Tapia, J. (2013). Self-assessment: Theoretical and Practical Connotations. When it Happens, How is it Acquired and what to do to Develop it in our Students. Electronic Journal of Research in Educational Psychology, 11(2), 551–576.
  • Panadero, E., Alonso-Tapia, J., y Huertas, J. A. (2014). Rubrics vs. self-assessment scripts: effects on first year university students’ self-regulation and performance. Infancia Y Aprendizaje, 37(1), 149–183. doi:10.1080/02103702.2014.881655
  • Panadero, E., Brown, G. T. L., y Courtney, M. (2014). Teachers’ reasons for using self-assessment: a survey self-report of Spanish teachers. Assessment in Education: Principles, Policy & Practice, 21(4), 365–383. doi:10.1080/0969594X.2014.919247
  • Panadero, E., Brown, G. T. L., y Strijbos, J. W. (2016). The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions. Educational Psychology Review, 28(4), 803–830. http://doi.org/10.1007/s10648-015-9350-2
  • Panadero, E., y Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129–144. doi:10.1016/j.edurev.2013.01.002
  • Panadero, E., Jonsson, A., y Strijbos, J.-W. (2016). Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation. En D. Laveault & L. Allal (Eds.), Assessment for Learning: Meeting the Challenge of Implementation (pp. 311–326). Springer International Publishing. http://doi.org/10.1007/978-3-319-39211-0
  • Panadero, E., y Romero, M. (2014). To Rubric or Not to Rubric? The Effects of Self-Assessment in Self-Regulation, Performance and Self-Efficacy. Assessment in Education: Principles, Policy & Practice, 21(2), 133–148.
  • Panadero, E., Romero, M., y Strijbos, J. W. (2013). The impact of a rubric and friendship on construct validity of peer assessment, perceived fairness and comfort, and performance. Studies in Educational Evaluation, 39, 195–203. doi:10.1016/j.stueduc.2013.10.005
  • Parke, C. S. (2001). An Approach That Examines Sources of Misfit to Improve Performance Assessment Items and Rubrics. Educational Assessment, 7(3), 201–225. doi:10.1207/S15326977EA0703
  • Pérez, Á., Soto, E., Sola, M., y Serván, M. J. (2009). La evaluación como aprendizaje (Vol. 6). Madrid: Ediciones Akal.
  • Petkov, D., y Petkova, O. (2006). Development of Scoring Rubrics for IS Projects as an Assessment Tool IS Academic Program. Issues in Informing Science and Information Technology, 3, 499–510. Disponible en: http://proceedings.informingscience.org/InSITE2006/IISITPetk214.pdf
  • Popham, W. J. (1997). What’s wrong – and what’s right – with rubrics. Educational Leadership, 55(2), 72–75.
  • Reddy, Y. M. (2007). Effect of Rubrics on Enhancement of Student Learning. Educate Journal, 7(1), 3–17.
  • Reddy, Y. M., y Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435–448. doi:10.1080/02602930902862859
  • Rekalde Rodríguez, I., y Buján Vidales, K. (2014). Las eRúbricas ante la evaluación de competencias transversales en Educación Superior. Revista Complutense de Educación, 25(2), 355–374. doi:10.5209/rev_RCED.2014.v25.n2.41594
  • Reynolds-Keefer, L. (2010). Rubric-referenced assessment in teacher preparation: An opportunity to learn by using. Practical Assessment, Research & Evaluation, 15(8). Disponible en: http://www.pareonline.net/pdf/v15n8.pdf
  • Santos, M. Á. (2003). Una flecha en la diana: La evaluación como aprendizaje. Madrid: Narcea.
  • Schafer, W. D., Swanson, G., Bene, N., y Newberry, G. (2001). Effects of teacher knowledge of rubrics on student achievement in four content areas. Applied Measurement in Education, 14, 151-170.
  • Schamber, J. F., y Mahoney, S. L. (2006). Assessing and improving the quality of group critical thinking exhibited in the final projects of collaborative learning groups. The Journal of General Education, 55(2), 103–137. doi:10.1353/jge.2006.0025
  • Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal-setting, and self-evaluation. Reading and Writing Quarterly, 19, 159–172.
  • Torrance, H. (2007). Assessment as Learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning. Assessment in Education: Principles, Policy & Practice, 14(3), 281–294.
  • Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37, 2–14.
  • Winne, P. H., y Hadwin, A. F. (1998). Studying as self-regulated engagement in learning. En D. J. Hacker, J. Dunlosky, y A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Hillsdale, NJ: Erlbaum.
  • Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189–205.
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. En M. Boekaerts, P. R. Pintrich, y M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA, US: Academic Press.
  • Zimmerman, B. J., y Schunk, D. H. (2011). Handbook of self-regulation of learning and performance. New York, NY: Routledge.