Las rúbricas, renovación metodológica y cambio cultural en el trinomio enseñanza-aprendizaje-evaluación.
This article is intended to revise the assessment tools called rubrics to help make these assessment practices an institutionalized reality at the universities either in their face to face environments or in distance, virtual or blended learning scenarios. The reason is that the “analysis and reflec...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2013 |
| País: | Colombia |
| Institución: | Universidad Pedagógica Nacional |
| Repositorio: | Repositorio Institucional UPN |
| Idioma: | español |
| OAI Identifier: | oai:repository.pedagogica.edu.co:20.500.12209/5058 |
| Acceso en línea: | https://revistas.pedagogica.edu.co/index.php/NYN/article/view/2281 http://hdl.handle.net/20.500.12209/5058 |
| Access Level: | acceso abierto |
| Palabra clave: | Aprendizaje significativo Competencias Evaluación formativa Matrices de verificación |
| Sumario: | This article is intended to revise the assessment tools called rubrics to help make these assessment practices an institutionalized reality at the universities either in their face to face environments or in distance, virtual or blended learning scenarios. The reason is that the “analysis and reflection of the evaluation criteria of university subjects that collect concepts, procedures, and attitudes, requires the use of valid and appropriate tool” (Etxabe, Aranguren, and Losada, 2011, p. 156), which should be applicable to different fields of educational processes. |
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