Student appreciation of a rubric designed to evaluate a teaching task: a pilot study

• Pomares Bory, Eduardo de Jesús ^[1] ; Vázquez Naranjo, Odalys ^[1] ; Arencibia Flores, Lourdes Guadalupe ^[1] ; Barrios Herrero, Liliam ^[1] ; Bernardo Fuentes, Manuela Gilda ^[1]
  1. [1] Universidad Médica de La Habana. Facultad de Ciencias Médicas Salvador Allende, Departamento de Ciencias Básicas Biomédicas. La Habana, Cuba
• Localización: Seminars in Medical Writing and Education, ISSN-e 3008-8127, Vol. 4, Nº. 0, 2025 (Ejemplar dedicado a: Seminars in Medical Writing and Education)
• Idioma: inglés
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  • Introduction: to make decisions regarding the conformation of an educational intervention it is important to determine their acceptability to students. The objective of this research was to analyze the students appreciation of a rubric designed in the Basic Biological Science Department, of Salvador Allende Faculty of Medical Science, to evaluate a teaching task oriented in Ontogenia y SOMA subject.Methods: a descriptive, non-experimental research was developed, with a quantitative approach and based on a pilot study. There were used theoretical methods: analysis-synthesis, induction-deduction and the system approach; empirical method: survey; and mathematical-statistic.Results:  the sppreciation of the rubric was satisfactory, which was determined by the positive evaluation of the presentation dimension and very positive of the educational contribution dimension. Conclusions: the designed rubric to evaluate a teaching task in Ontogenia y SOMA subject, oriented in the Basic Biomedical Science Department, of Salvador Allende Faculty of Medical Science, although it needs to be refined from the point of view of its drafting and content, it was accepted by the students, who recognized its educational impact promoting metacognition and independent work in the execution of a learning activity. It is recommended to  improve this evaluative instrument for its use in all the Medical Biological Science subjects as a promotional and indicative recourse of self-regulation of learning, usable in the departmental research on the development of said skill.