Track 3. Evaluation in education and guidance Authors: Leticia-Concepción Velasco-Martínez and Juan-Carlos Tójar-Hurtado

1. ANALYSIS OF THE USE AND DESIGN OF RUBRICS
IN COMPETENCY ASSESSMENT IN
ENGINEERING DEGREES

2. 1. INTRODUCTION
Self-regulated and independent learning
More active methodologies
Diversification of learning activities
Multi-dimensional view of competencies
Evaluation tools more interactive and comprehensive
EVALUATION
RUBRIC

3. 2. OBJETIVOS
Analyze the rubrics
used by engineering
educators
Technical and pedagogical aspects that are
considered by the educators in its design and
implementation
Methodologies for achieving expected learning
outcomes
Does the educators assesses competencies or
disciplinary content?

4. Inductive (analysis of the rubrics)
Deductive (specialized literatura)
2. Qualitative analysis
1. Quantitative analysis
Eploratory study of non experimental nature
Analysis of the content of the rubrics
1) Information reduction
3) Extraction and verification of conclusions
2) Availability and transformation of data
Mixed model of
categorization
50
rúbricas
13
12 7
4
14
3. METHODS

5. 4. RESULTS
PROFILE OF THE RUBRICS
VARIABLE MOST ASSESSED % LEAST ASSESSED %
Learning outcomes Written documents 28 Audio-visual resources 4
Activities Productive 30.8 Assimilative 2.9
Instrumental Generic
Competences
Ability to organize and plan 84 Knowledge of second language 8
Interpersonal Generic
Competences
Critical capacity and self-
criticism
26 Ethical commitment 0
Systematic Generic
Competences
Concern about quality 40
Knowledge of cultures and
customs of other countries
2
Type of competency
descriptor
Knowledge and abilities/
skills
68 Knowledge and attitudes / values 0
Type of knowledge Related to the area 39 Related to the professional 19
Type of skill Intellectual 88 Interpersonal 20
Type of attitudes and values Personal commitment 22 Professional development 16
Teaching methods Project based learning 30 Problem based learning 2
Creation of assessment
criteria
Comprehensible 66 Imprecise and complex 34
Explicit reference to the
competency
Absence 72 Presence 28

6. 4. CONCLUSIONES
Applicability
and
transferability
knowledge
Integral
education
ABSENCE
Methodological
diversity
workshops on
the design and
implementation
of rubrics
5. CONCLUSIONS