Abstract:

The system of learning assessment in higher education is evolving at the rate imposed by new technologies and the innovative profile of students seeking a higher quality of the process. It is intended that the actors of the formative development - both teachers and students - share the same vision about the assessment process so that suspicions and subjectivities are avoided.

Among the techniques for performance evaluation, following an innovative methodology promoted by the new regulatory frameworks in Europe and Latin America (EHEA and ALCUE) - the rubrics method has been shown as an element of consensus where the assessment criteria are more objective while clarifying the evidence of success in relation to the expected learning. In addition, this instrument provides students with a clear standard in relation to acceptable performance models that can also be comparable.

The authors present their research following the new teaching criteria of business schools on the application of rubrics. For this, the new rubrics of the official master's degrees of EAE Business School are analyzed, influencing the description of a new taxonomy, focusing on the reliability of the evaluation and the satisfaction of the students with the system.

The study developed to determine the validity of the rubrics in the final presentations of the Final Master's Thesis is important, since it allows us to build an assessment process where all the participants are aware of the criteria and the impact of each of the parties in the overall evaluation.

It can be proven that both the students and the academic board show a good predisposition to the application of the rubric, all of them indicate that it is clear and that it allows an objective evaluation of the competences of the Final Master's Thesis.

Applying a rubric and studying the perceptions of students and members of the academic board serves as support and confirmation of the investigative process since it has a source of real validation of the perception of both agents, therefore, the research methodology acquires greater rigor when generating an evaluation.

Keywords:

Higher education, assessment, rubrics, business schools.