ELABORATION OF RUBRICS FOR THE EVALUATION BY COMPETENCES OF PHYSICS IN THE UNIVERSITY
1 University of Castilla-La Mancha, Albacete (SPAIN)
2 Instituto Politécnico Nacional, ESIMEZ (MEXICO)
3 Universidad Autónoma de San Luis Potosí (MEXICO)
4 Universidad de Alicante (SPAIN)
About this paper:
Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain
Abstract:The competency-based educational model, that initiated at the beginning of the XXI century plays a very important role during the teaching-learning process in higher education institutions, it establishes that for the development of the human being education must be integral.
Competency-based education is oriented towards an evaluation model linked to student training, in order to foster the development of skills and abilities to identify, project, solve problems and make decisions. In addition, it promotes the pursuit of meaningful learning and fosters collaborative work.
In this context, the rubrics of competency evaluation appeared as a tool that allows obtaining evidence of the acquisition of competences and application of knowledge outside the classroom. This implies a change in the university’s scenario, both for teachers and for students, as there are new roles and tasks to achieve learning based on generic and specific competencies.
In this work we present a proposal of rubrics for the evaluation by Physics Competences in the university field, specifically, to evaluate the development of laboratory practices. Also, we want to introduce new assessment methods and identify opportunities to develop skills and evaluate learning through indicators of progress.
In this first phase we have designed a laboratory practice, and we have developed the evaluation rubric applied to students of Physical Foundations of Informatics in the Degree of Computer Engineering of the Higher Polytechnic School of the University of Castilla -La Mancha (UCLM), located on the university campus of Albacete.
Keywords: Competency-based approach, rubric, teaching-learning, competency assessment.