Abstract:

Higher education is increasingly tasked with preparing graduates who can actively contribute to global development and collaborative problem-solving. While fostering skills in cooperation and sustainable development is now a core objective in many curricula, evaluating these competencies remains a significant hurdle. Unlike technical learning outcomes, which are readily measurable, the assessment of cooperation and development often relies on subjective judgment, complicating grading consistency. Current assessment frameworks frequently lack the granularity required to translate broad institutional values into concrete, discipline-specific outcomes.

To bridge this gap, this study presents an analytical rubric designed to standardize the evaluation of five core transversal dimensions: critical thinking, environmental awareness, innovation, ethics, and collaborative work. The instrument has been validated through an expert judgment process involving academics from four Spanish universities, ensuring the rubric’s content validity, clarity, and practical relevance. This expert-validated tool operationalizes these competencies by defining observable behavioral indicators across a proficiency spectrum, ranging from emergent to advanced levels. Each level is specifically mapped to learning outcomes, providing a structured method for instructors to deliver criterion-based feedback. By implementing this rubric, institutions can ensure assessment consistency, improve student accountability, and foster the critical thinking necessary to drive real-world impact. This approach offers a scalable solution for institutions to bridge the gap between their stated missions and actual classroom assessment.

Keywords:

Higher education, sustainability, cooperation, assessment.