Rúbrica per a l’avaluació de guies docents en educació superior

Main Article Content

Eva Gregori Giralt

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.

Paraules clau
rúbrica, programes d'assignatures, millora educativa, educació superior

Article Details

Com citar
Gregori Giralt, Eva. «Rúbrica per a l’avaluació de guies docents en educació superior». Observar, 2025, núm. 19, p. 82-104, doi:10.1344/observar.2025.19.4.
Referències

Alonzo, 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

1 2 > >>