La rúbrica como herramienta de autoevaluación y evaluación por pares en el grado de fisioterapia: satisfacción de los estudiantes
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[1] Universidad de Sevilla
Universidad de Sevilla
Sevilla, España
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- Localización: Formación docente, fundamentos metodológicos y evidencias empíricas / coord. por Aura L. López de Ramos, Gustavo Quintero Barreto, Belka Bonnett Bogallo, 2024, ISBN 978-84-1079-036-0, págs. 183-193
- Idioma: español
- Texto completo no disponible (Saber más ...)
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Resumen
Rubrics are widely used tools in the evaluation processes of high education. In the Physiotherapy degree, they can be applied for self-assessment and peer evaluation in subjects where practical content is taught, facilitating the students’ learning process. In this study, we investigated the satisfaction of the students with the use of the rubric as a self-assessment and peer evaluation tool in the subject “Clinical Specialties I”. Three ad hoc rubrics were developed, one for each bandage presented (ankle, knee and wrist). Student satisfaction was collected through a 17-question ad hoc questionnaire, with Likert-type responses, 6 levels of scoring (1-total disagreement; 8-totally agree) and an open question about improvement aspects. The sample consisted of 69 students (34 men and 35 women; age 23.71 ± 0.9 years). 88.3% of the students declared themselves at least satisfied with the use of rubrics. 100% considered it a quick and easy method to get feedback on the bandage application. 91.3% believe that self-assessment is important to realise the achievements reached, and 100% of the students consider peer evaluation important for identifying areas of improvement. 7.3% stated that they felt nervous about being evaluated by their peers. The use of rubrics for self-assessment and peer evaluation during the course proved to be useful and well accepted by the students
