Abstract:

1. Introduction
The general framework of the experience is the new European Higher Education Area (EHEA) Bachelor Degree of the Faculty of Physical Activity and Sport Science of the Polytechnic University of Madrid.

The subjects of Woman and Sport, Body Expression and Sports Organization include a General Competence for Equal Gender. One of the basic skills developed in this competence is the use of equal and non-sexist physical activities. Rubrics appear as a very useful assessment tool to evaluate this basic skill. A review of the pedagogical literature shows that rubrics are described by most authors as highly potential assessment tools in teaching, capable of improving the overall teaching-learning processes.

2. Objective
The aim of this work is to design a rubric to evaluate the use of the basic skill “Equal physical activities” in the cross-section competence of Gender Equality.

3. Methodology
In order to design a rubric to evaluate the use of “Equal physical activities” in the cross-section competence of Gender Equality Mertler’s patterns [1], Strategic Plan Equal Opportunities 2008-2011[2] and the 2010 PAFIC Guide [3] have been used.

4. Results
The rubric designed includes three criteria with four descriptors for each level: “professional”, “acceptable”, “needs improvement”, “insufficient” or “inadequate” [4].

The three criteria proposed are the following:
a) Physical activities of interest to women
b) Equal competition, achievement, cooperation
c) Equal models and leadership


5. Conclusions
Use of egalitarian physical activities fosters egalitarian treatment and prevent discrimination, eliminate sexism and androcentrism in in the subjects of Woman and Sport, Body Expression and Sports Organization in the new EHEA Bachelor Degree of the Faculty of Physical Activity and Sport Science of the Polytechnic University of Madrid.

The rubric designed enables the assessment of basic skill “Equal physical activities” in the cross-section competence of Gender Equality in the subjects of Woman and Sport, Body Expression and Sports Organization of the new EHEA Bachelor Degree of the Faculty of Physical Activity and Sport Science of the Polytechnic University of Madrid.

This rubric provides at least three benefits for the evaluation process. First, it supports the examination of the extent to which the specified criteria has been reached. Second, it provides feedback to students concerning the improvement of their performance. Third, the process of assessment and scoring is less time-consuming by teachers.

References:

[1] Mertler, A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Available online: http://PAREonline.net/getvn.asp?v=7&n=

[2]Ministerio de Igualdad (2008). Plan estratégico de igualdad de oportunidades (2008-2011). Madrid: Instituto de la Mujer del Ministerio de Igualdad. Available in: http://www.migualdad.es/igualdad/PlanEstrategico.pdf

[3] Fernández, E. (dir.) (2010). Guía PAFIC, para la promoción de la actividad física en chicas. Madrid: Instituto de la Mujer del Ministerio de Igualdad. Available in: http://www.csd.gob.es/csd/estaticos/myd/CarreraMujer/GUIA_PAFiC.pdf

[4] Moskal, B. (2000). Scoring rubrics: what, when, and how?. Practical Assessment, Research, & Evaluation, 7(3). Available online: http://pareonline.net/getvn.asp?v=7&n=3

Keywords:

Rubric, equal physical activities, gender equality.