S. Domínguez-García1, M.I. Garcia-Planas2, R. Palau Martín1, J. Taberna Torres3

1Universitat Rovira i Virgili (SPAIN)
2Universitat Politecnica de Catalunya (SPAIN)
3Universitat Politècnica de Catalunya (SPAIN)
There is always a need to evaluate training skills acquired for, in this way, to know whether they have achieved the learning objectives. The use of the e-portfolio becomes more common among teachers then, becomes increasingly necessary define a good evaluation system. E-Portfolio evaluation criteria should take into account operational, appearance, evidence and reflection indicators. Considering all these aspects and to respond to such needs is chosen to create a rubric to assess. Remember that scoring rubrics are descriptive scoring schemes that are developed by teachers or other evaluators to guide the analysis of the products or processes of students’ efforts.

In creating the rubric, first we analyzed what the analytical evaluation criteria to be considered for a course in linear algebra of first year engineering degree and taking into account the skill sets required to demonstrate that they have acquired the skills set by the University in the course to evaluate. In so far as a mathematics course, we must not forget the following levels of quality corresponding to Solving, Reasoning and Proof, Communication, Connections, and Representation, from excellent to poor, for a specific assignment.

For the specific subject of linear algebra of the first year of Engineering at the ETSEIB of Polytechnic University of Catalonian, two rubrics are proposed, the first one for the student self-assessment as well as for peer assessment, and the second one for the assessment of student work from the teacher. The rubric to evaluate students' work consists of 3 sub-rubrics, one to analyze the formal part of the portfolio of the student (structure, spelling, level of language, among others) and the other two for evaluating projects that students must perform.