Implications of continuous assessment through pedagogical practice rubrics: Empirical evidence and application of a multidimensional analysis
- Autores: Rubén Castillo Tabares, Jaime Hernandez Valencia, Omar Munevar Mesa, Monica Portilla Portilla
- Localización: Horizontes Pedagógicos, ISSN-e 0123-8264, Vol. 16, Nº. 1, 2014, págs. 78-88
- Idioma: español
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Resumen
It is now evident that there is a need for teaching-learning practices that aim develop the skills that students need to adapt to the demands of society and the competitiveness of the labor market. This research project conducted an empirical study to identify pedagogical practices that are associated with continuous assessment using rubrics as instruments for assessing of competencies within the university context. The evidence shows that there is a low evaluation quality and culture, few agreements regarding the reliability of the rubric, significant agreement on the effectiveness of the rubric for training purposes, and broad agreement regarding the feedback function, the need for teaching aids and policy support for the development of the rubric.The findings of this empirical analysis provide the first applied research evidence of the need to design educational policies to unify the cri- teria for outlining and applying a competency assessment model that will strengthen higher education practices in Colombia
