Rúbrica per a l’avaluació de guies docents en educació superior
Article Sidebar
Main Article Content
L’ús de les rubriques per avaluar plans d’estudi i programes d’assignatures és una línia d’investigació relativament recent. Per això, convé demostrar la seva eficàcia i contribució a la sostenibilitat dels processos d’avaluació, i establir punts de referència per al seu disseny i aplicació. Calen més estudis sobre rubriques completes que expliquin els principis educatius que subjauen als seus models, comentin el procés de disseny, ofereixin directrius per a la seva utilització, corroborin la seva validesa i fiabilitat, i descriguin l’estat actual dels plans d’estudi i els programes d’assignatures. Aquest article presenta una rúbrica per a l’avaluació dels programes d’assignatures, que segueix l’estructura estàndard d’un programa amb la finalitat de facilitar la tasca de qui avalua; s’hi expliquen les decisions preses durant el procés de disseny i s’hi ofereixen indicacions sobre el seu ús.
Article Details

Aquesta obra està sota una llicència internacional Creative Commons Reconeixement-NoComercial-SenseObraDerivada 4.0.
(c) Eva Gregori Giralt, 2025
Drets d'autor
Els continguts publicats en OBSERVAR estan subjectes a una llicència de Reconeixement-NoComercial-SenseObraDerivada 2.5 de Creative Commons. En conseqüència, hom en permet la còpia, distribució i comunicació pública dels esmentats continguts sempre que se citi l’autor de l’original i la revista OBSERVAR, però estan expressament prohibits els usos comercials i la utilització dels esmentats continguts per a la realització d’obres derivades. El text complet de la llicència es pot consultar a: http://creativecommons.org/licenses/by-nc-nd/2.5/es/deed.caAlonzo, D., Mirriahi, N., & Davison, C. (2018). The standards for academics’ standards-based assessment practices. Assessment & Evaluation in Higher Education, 44(4), 636–652. https://doi.org/10.1080/02602938.2018.1521373
Bacchus, R., & Wallace, J. (2024). Peer assessment using student co-designed rubrics. Creative Education, 15(2). https://doi.org/10.4236/ce.2024.152009
Ball, C. (1985). What the hell is quality? En C. Ball & D. Urwin (Eds.), Fitness for purpose: Essays in higher education (pp. 96–102). SRHE & NFER-Nelson.
Bell, A., Mladenovic, R., & Price, M. (2013). Students’ perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars. Assessment & Evaluation in Higher Education, 38(7), 769–788. https://doi.org/10.1080/02602938.2012.714738
Blumberg, P. (2009). Developing learner-centered teaching: A practical guide for faculty. Jossey-Bass. https://doi.org/10.1002/j.0022-0337.2009.73.9.tb04801.x
Blumberg, P., & Pontiggia, L. (2011). Benchmarking the degree of implementation of learner-centered approaches. Innovative Higher Education, 36(3), 189–202. https://doi.org/10.1007/s10755-010-9168-2
Brancaccio-Taras, L., Awong-Taylor, J., Linden, M., Marley, K., Reiness, C. G., & Uzman, J. A. (2022). The PULSE diversity, equity and inclusion (DEI) rubric: A tool to help assess departmental DEI efforts. Journal of Microbiology & Biology Education, 23(3), https://doi.org/10.1128/jmbe.00057-22
Brancaccio-Taras, L., Pape-Lindstrom, P., Peteroy-Kelly, M., Aguirre, K., Awong-Taylor, J., Balser, T., Cahill, M., et al. (2016). The PULSE Vision & Change Rubrics, Version 1.0: A valid and equitable tool to measure transformation of life sciences departments at all institution types. CBE—Life Sciences Education, 15(4), 1–15. https://doi.org/10.1187/cbe.15-12-0260
Caffarella, R. S. (2002). Formulating evaluation plans. En Planning programmes for adult learners: A practical guide for educators, trainers, and staff developers (pp. 224–265). Jossey-Bass.
Cebrián de la Serna, M., Raposo-Rivas, M., Cebrián Robles, V., & Sarmiento-Campos, J. A. (2025). Impact of gamified rubrics in teacher training. Educación XX1, 28(1), 313–336. https://doi.org/10.5944/educxx1.39457
Chadwick, S. A., & Pawlowski, D. R. (2007). Assessing institutional support for service-learning: A case study of organizational sensemaking. Michigan Journal of Community Service Learning, 13(2), 31–39.
Cullen, R., & Harris, M. (2009). Assessing learner-centredness through course syllabi. Assessment & Evaluation in Higher Education, 34(1), 115–125. https://doi.org/10.1080/02602930801956018
Ellis, R. A., Jarkey, N., Mahony, M. J., Peat, M., & Sheely, S. (2007). Managing quality improvement of e-learning in a large, campus-based university. Quality Assurance in Education, 15(1), 9–23. https://doi.org/10.1108/09684880710723007
Fulcher, K. H., & Orem, C. D. (2010). Evolving from quantity to quality: A new yardstick for assessment. Research & Practice in Assessment, 5, 13–17.
Gao, R., Merzdorf, H. E., Anwar, S., Hipwell, M. C., & Srinivasa, A. (2023). Automatic assessment of text-based responses in post-secondary education: A systematic review. arXiv preprint. https://doi.org/10.1016/j.caeai.2024.100206
Gerretson, H., & Golson, E. (2005). Synopsis of the use of course-embedded assessment in a medium-sized public university's general education programme. The Journal of General Education, 54(2), 139–149. https://doi.org/10.1353/jge.2005.0020
Greenwood, N. A. (2013). Toward publicly responsive sociology curricula: The role of introductory sociology. Teaching Sociology, 41(3), 232–241. https://doi.org/10.1177/0092055X13485026
Halim, S. M. A. (2008). The effect of using some professional development strategies on improving the teaching performance of English language student teacher at the Faculty of Education, Helwan University in the light of pre-service teacher standards [Tesis doctoral, Helwan University].
Hobscheid, M., & Kerbavaz, K. (2022). Flexibility Is Key: Co-creating a Rubric for Programmatic Instructional Assessment. Communications in Information Literacy, 16(1). https://doi.org/10.15760/comminfolit.2022.16.1.3
Hochstetter-Diez, J., Negrier-Seguel, M., Diéguez-Rebolledo, M., Candia-Garrido, E., & Vidal, E. (2025). From mapping to action: SmartRubrics, an AI tool for competency-based assessment in engineering education. Sustainability, 17(13), 6098. https://doi.org/10.3390/su17136098
Howland, J. L., Jonassen, D., & Marra, R. M. (2012). Meaningful learning with Technology. Pearson.
Jaegler, A. (2022). How to measure inclusion in higher education: An inclusive rating. Sustainability, 14(14), 8278. https://doi.org/10.3390/su14148278
Kaldaras, L., Yoshida, N. R., & Haudek, K. C. (2022). Rubric development for AI-enabled scoring of three-dimensional constructed-response assessment aligned to NGSS learning progression. Frontiers in Education, 7, 983055. https://doi.org/10.3389/feduc.2022.983055
Kearney, S. (2013). Improving engagement: The use of ‘authentic self-and peer-assessment for learning’ to enhance the student learning experience. Assessment & Evaluation in Higher Education, 38(7), 875–891. https://doi.org/10.1080/02602938.2012.751963
Koh, J. H. L. (2013). A rubric for assessing teachers' lesson activities with respect to TPACK for meaningful learning with ICT. Australasian Journal of Educational Technology, 29(6), 887–900. https://doi.org/10.14742/ajet.228
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Legon, R. (2015). Measuring the impact of the Quality Matters rubric: A discussion of possibilities. American Journal of Distance Education, 29(3), 166–173. https://doi.org/10.1080/08923647.2015.1058114
Marley, K., & Pape-Lindstrom, P. (2022). The PULSE diversity, equity and inclusion (DEI) rubric: A tool to help assess departmental DEI efforts. Journal of Microbiology & Biology Education, 23(3), e00057–22. https://doi.org/10.1128/jmbe.00057-22
Martel, J. S. S. (2024). A model of assessment co-creation in technology-enhanced learning environments. Communications in Information Literacy / ERIC (EJ1434322). https://files.eric.ed.gov/fulltext/EJ1434322.pdf
Moskal, B. M. (2000). Scoring rubrics: What, when and how? Practical Assessment, Research & Evaluation, 7(3). https://doi.org/10.7275/kvn8-r061
Panadero, E., Fernández Ortube, A., Krebs, R., & Roelle, J. (2024). Analysis of online rubric platforms: Advancing toward e-rubrics. Assessment & Evaluation in Higher Education, 50(1), 31–49. https://doi.org/10.1080/02602938.2024.2345657
Panadero, E., Jonsson, A., Pinedo, L., & Fernández-Castilla, B. (2023). Effects of rubrics on academic performance, self-regulated learning, and self-efficacy: A meta-analytic review. Educational Psychology Review, 35(4), Article 113. https://doi.org/10.1007/s10648-023-09823-4
Raybon, S. P. (2012). An evaluation of best practices in online continuing theological education [Tesis doctoral, University of North Carolina at Charlotte].
Smith, K., Finnley, S., & Fulcher, K. (2019). Connecting assessment practices with curricula and pedagogy via implementation fidelity data. Assessment & Evaluation in Higher Education, 44(2), 263–282. https://doi.org/10.1080/02602938.2018.1496321
Stanny, C., Gonzalez, M., & McGowan, B. (2015). Assessing the culture of teaching and learning through a syllabus review. Assessment & Evaluation in Higher Education, 40(7), 898–913. https://doi.org/10.1080/02602938.2014.956684
Stranford, S. A. (2024). Fostering student agency and motivation: co-creation of a self-assessment rubric. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2023.1213444
Sullivan, C. (2025). A rubric for microcredential evaluation: Strengthening quality assurance. Innovative Higher Education. https://doi.org/10.1007/s10755-025-09817-w
Suskie, L. (2004). Assessing student learning: A common sense guide. Anker.
Tractenberg, R. E., & FitzGerald, K. T. (2012). A mastery rubric for the design and evaluation of an institutional curriculum in the responsible conduct of research. Assessment & Evaluation in Higher Education, 37(8), 1003–1021. https://doi.org/10.1080/02602938.2011.596923
Ward, H. C., & Selvester, P. M. (2012). Faculty learning communities: Improving teaching in higher education. Educational Studies, 38(1), 111–121. https://doi.org/10.1080/03055698.2011.567029
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. Jossey-Bass.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press. https://doi.org/10.1017/CBO9780511803932
Wolf, K., & Goodwin, L. (2007). Evaluating and enhancing outcomes assessment quality in higher education programmes. Metropolitan Universities, 18(2), 42–56.
Wolf, K., & Stevens, E. (2007). The role of rubrics in advancing and assessing student learning. The Journal of Effective Teaching, 7(1), 3–14.
Yan, L., Sha, L., Zhao, L., Li, Y., Martinez-Maldonado, R., Chen, G., Jin, Y., & Gašević, D. (2023). Practical and ethical challenges of large language models in education: A systematic scoping review. British Journal of Educational Technology, 55(1), 90–112. https://doi.org/10.1111/bjet.13370
Articles més llegits del mateix autor/a
- Eva Gregori Giralt, La carpeta d'aprenentatge: què, com i per què , Observar: 2009: Núm.: 3
- Eva Gregori Giralt, El problema de la validesa en la carpeta d´aprenentatge: anàlisi d´una proposta en els estudis universitaris de les arts , Observar: 2015: Núm. 9
- José Luis Menéndez Varela, Eva Gregori Giralt, Guillem Antequera Gallego, Análisis bibliométrico sobre el Aprendizaje Basado en Problemas (ABP) en la educación superior a partir de la base de datos ERIC , Observar: 2010: Núm.: 4
- Eva Gregori Giralt, Imatges fotogràfiques com a mitjà de relació entre exreclusos i societat. Una proposta d´aprenentatge-servei per a les arts , Observar: 2014: Núm. 8
- Eva Gregori Giralt, El repòs en agitació i l'impuls de joc: algunes reflexions sobre les teories de B. Pascal i F. Schiller sobre el fracàs del projecte humà , Observar: 2011: Núm.: 5
- Eva Gregori Giralt, Ironías de la ironía: argumento dialéctico, figura retórica o categoría estética , Observar: 2012: Núm. 6
- Eva Gregori Giralt, L´escombra i el cavall: algunes reflexions sobre la humanitat del joc , Observar: 2013: Núm. 7
- José Luis Menéndez Varela, Eva Gregori Giralt, L'estimació de la càrrega de treball de l'estudiant. Anàlisi d'una proposta per als estudis universitaris de les arts , Observar: 2008: Núm.: 2
- Eva Gregori Giralt, El model de Súnion i el pronòstic de l'educació permanent. Allò pendent des d'una doble perspectiva , Observar: 2007: Núm.: 1
- Eva Gregori Giralt, La percepción de los estudiantes universitarios de Bellas Artes sobre sus dificultades de aprendizaje: el caso de la competencia de búsqueda y selección de información relevante , Observar: 2010: Núm.: 4