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How use rubrics for enhanci...
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
La rúbrica es un instrumento de evaluación que permite transmitir las expectativas sobre una tarea a los estudiantes y que, de este modo, puedan planificar adecuadamente su trabajo y evaluar su progreso. Sin embargo, únicamente su empleo desde la perspectiva de la evaluación formativa garantiza un incremento en el aprendizaje y el rendimiento académico de los estudiantes (Panadero y Jonsson, 2013). A pesar de que se ha popularizado su uso en los últimos años, su empleo habitual es como mero instrumento de calificación (Andrade y Valtcheva, 2009). Desde las perspectiva de la evaluación formativa y las directrices del Proceso de Bolonia, la evaluación tiene un papel clave en el proceso de enseñanza-aprendizaje (López-Pastor, 2009). En este artículo se exponen las clases de su diseño y empleo para desarrollar la capacidad de autorregulación, autoeficacia, aprendizaje y rendimiento académico, entre otros. Asimismo, se indica cómo emplear las rúbricas para calificar de manera formativa. En la conclusión, se proponen pasos para implementar este instrumento dentro de una verdadera evaluación formativa así como diversos interrogantes que plantea esta al alinear enseñanza, evaluación y calificación
Analítica
analitica Rebiun31552330 https://catalogo.rebiun.org/rebiun/record/Rebiun31552330 220922s2017 xx o 000 0 spa d https://revistas.ucm.es/index.php/RCED/article/view/51915 S9M oai:ojs.pkp.sfu.ca:article/51915 https://revistas.ucm.es/index.php/index/oai RCED DGCNT S9M S9M dc How use rubrics for enhancing real formative assessment? electronic resource] Cómo emplear las rúbricas para implementar una verdadera evaluación formativa? Ediciones Complutense 2017-03-15 Ediciones Complutense application/pdf application/zip Open access content. Open access content star 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 La rúbrica es un instrumento de evaluación que permite transmitir las expectativas sobre una tarea a los estudiantes y que, de este modo, puedan planificar adecuadamente su trabajo y evaluar su progreso. Sin embargo, únicamente su empleo desde la perspectiva de la evaluación formativa garantiza un incremento en el aprendizaje y el rendimiento académico de los estudiantes (Panadero y Jonsson, 2013). A pesar de que se ha popularizado su uso en los últimos años, su empleo habitual es como mero instrumento de calificación (Andrade y Valtcheva, 2009). Desde las perspectiva de la evaluación formativa y las directrices del Proceso de Bolonia, la evaluación tiene un papel clave en el proceso de enseñanza-aprendizaje (López-Pastor, 2009). En este artículo se exponen las clases de su diseño y empleo para desarrollar la capacidad de autorregulación, autoeficacia, aprendizaje y rendimiento académico, entre otros. Asimismo, se indica cómo emplear las rúbricas para calificar de manera formativa. 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