Abstract:

Introduction:
Scoring rubrics (rubrics from now on) are tools which give a standard of objectives in education that are used to evaluate levels of acquired learning. Our example is a rubric about an e-portfolio or multimedia blog that can be filled in the internet through Rubistar. This program is available for the community of teachers.
There is a gap when it comes to the use of competence-based evaluation in the adaptation of European Higher Education system in Physiotherapy Degree. The aim for this research was to evaluate the utility of rubrics as an innovate technique to know the acquired learning and goals reached by students of third course of degree in physiotherapy at the University of Seville, Spain.
For two years (2012/13; 2013/14), criteria related to learning goals and subject contents have been measured using the rubric.

Method:
Observational retrospective descriptive study. Two-year cross sectional descriptive study with non-probabilistic sampling at convenience. One of the studies was carried out through a multicenter research. The rubric has been applied to the evaluation and co-evaluation system, and 218 students were asked to evaluate each other.

Evaluation:
As an indicative system to backup the benefits of this innovative model, we resorted to results of the teachers of “Centro Andaluz de Prospectiva” (Andalusia Centre of Prospective Studies, created by the Education and Science Ministry of Spain) of the University of Seville.

Results and conclusions:
Satisfaction is 47%, which means that there is a moderate satisfaction in its use. This result implies that there is still a chance to improve it and that the rubric should be perfected and explained better.

Regarding the “Centro Andaluz de Prospectiva” question “Is the evaluation criteria appropriate to evaluate acquired learning?” the average grade was 3,83 (graded on a 5 scale) for academic courses. As a reference, the global appraisal for both lectures of the subjects is 4.05 (graded on a 5 scale), the average grade is 3,87 in physiotherapy degree and 3,73 in University of Seville.
We can conclude that, despite the fact that it is time-consuming and requires training, rubric reduces subjectivity, increases the students’ integration and awareness in goals, contents and skill to read. It also gives feedback in evaluation.

Keywords:

Innovation, E-portfolios, rubric, education, physiotherapy.