Aprendizaje basado en la evaluación mediante rúbricas en educación superior

  1. María Consuelo Sáiz Manzanares 1
  2. Alfredo Bol Arreba 1
  1. 1 Universidad de Burgos, Burgos, España
Revista:
Suma Psicológica

ISSN: 0121-4381

Any de publicació: 2014

Volum: 21

Número: 1

Pàgines: 28-35

Tipus: Article

DOI: 10.1016/S0121-4381(14)70004-9 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Altres publicacions en: Suma Psicológica

Resum

This study analyzed the relationship between self-regulated learning and the use of rubrics. Two studies are presented: the first compared the effects of two different levels of feedback (1 and 3) on self-regulation of learning in university students. Level 1 gave information to students on whether or not their learning was correct or incorrect, whereas level 3 used the rubrics approach to shed light on the level of self-regulation. The sample consisted of 72 civil engineering students studying a course on physics applied to materials. The results indicate that there were no significant differences between the two types of feedback, although a tendency toward a difference in averages and less scattering were observed in the experimental group. The second study analyzed differences between the two types of assessment (formative and summative) used in a course on physics applied to materials. The results showed significant differences between all types of assessment, except between formative assessment in theory and problems and summative assessment in problems, both in the experimental and the control group.

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