Implications of continuous assessment through pedagogical practice rubrics: Empirical evidence and application of a multidimensional analysis

Castillo Tabares, Ruben; Hernandez Valencia, Jaime; Munevar Mesa, Omar; Portilla Portilla, Monica

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dc.creator	Castillo Tabares, Ruben
dc.creator	Hernandez Valencia, Jaime
dc.creator	Munevar Mesa, Omar
dc.creator	Portilla Portilla, Monica
dc.date	2015-08-11
dc.date.accessioned	2022-03-28T19:28:14Z
dc.date.available	2022-03-28T19:28:14Z
dc.identifier	https://horizontespedagogicos.ibero.edu.co/article/view/16107
dc.identifier	10.33881/0123-8264.16107
dc.identifier.uri	http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/142197
dc.description	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	en-US
dc.description	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.	es-ES
dc.format	application/pdf
dc.language	spa
dc.publisher	Corporación Universitaria Iberoamericana	es-ES
dc.relation	https://horizontespedagogicos.ibero.edu.co/article/view/16107/673
dc.source	Horizontes Pedagógicos; Vol. 16 No. 1 (2014); 78-88	en-US
dc.source	Horizontes Pedagógicos; Vol. 16 Núm. 1 (2014); 78-88	es-ES
dc.source	2500-705X
dc.source	0123-8264
dc.subject	Competencies in Higher Education	en-US
dc.subject	Teaching and Learning	en-US
dc.subject	Continuous Assessment	en-US
dc.subject	Rubrics and Quality in Education.	en-US
dc.subject	Competencies in Higher Education	es-ES
dc.subject	Teaching and Learning	es-ES
dc.subject	Continuous Assessment	es-ES
dc.subject	Rubrics and Quality in Education.	es-ES
dc.title	Implications of continuous assessment through pedagogical practice rubrics: Empirical evidence and application of a multidimensional analysis	en-US
dc.title	Implications of continuous assessment through pedagogical practice rubrics: Empirical evidence and application of a multidimensional analysis	es-ES
dc.type	info:eu-repo/semantics/article
dc.type	info:eu-repo/semantics/publishedVersion
dc.type	Articles	en-US
dc.type	Empiric	en-US
dc.type	Artículos	es-ES
dc.type	Empirico	es-ES