Competency-Based Evaluation in Higher Education--Design and Use of Competence Rubrics by University Educators

Autor/inn/en	Velasco-Martínez, Leticia-Concepción; Tójar-Hurtado, Juan-Carlos
Titel	Competency-Based Evaluation in Higher Education--Design and Use of Competence Rubrics by University Educators
Quelle	In: International Education Studies, 11 (2018) 2, S.118-132 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Competency Based Education; Higher Education; Scoring Rubrics; Evaluation Methods; Comparative Analysis; Minimum Competency Testing; Use Studies; Intention; Statistical Analysis; Qualitative Research; Student Records; Learning Activities; Skill Development; Educational Practices; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Scoring formulas; Auswertungsbogen; Benutzerschulung; Statistische Analyse; Qualitative Forschung; Schülerakte; Lernaktivität; Kompetenzentwicklung; Qualifikationsentwicklung; Bildungspraxis; Ausland; Spanien
Abstract	Competency-based learning requires making changes in the higher education model in response to current socio-educational demands. Rubrics are an innovative educational tool for competence evaluation, for both students and educators. Ever since arriving at the university systems, the application of rubrics in evaluation programs has grown progressively. However, there is yet to be a solid body of knowledge regarding the use of rubrics as an evaluation tool. This study analyzes the use of rubrics by 150 teachers at 5 Spanish universities. The comparative analysis allows us to determine how these rubrics are being used to assess (or not) competencies. This study examines the educators' intentions and the pedagogical aspects that are considered in the design and application of rubrics. The results and conclusions may lead to suggestions for improvements and strategies that may be implemented by university professors when creating appropriate competency-based scoring rubrics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01