Ra Ximhai (Jul 2016)

TOWARD A COMPREHENSIVE EVALUATION OF PERFORMANCE: THE SOCIOFORMATIVE RUBRIC

  • José Silvano Hernández-Mosqueda,
  • Sergio Tobón-Tobón,
  • Guillermo Guerrero-Rosas

Journal volume & issue
Vol. 12, no. Special 6
pp. 359 – 376

Abstract

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From the socioformacion, the rubrics allow to evaluate performance in carrying out processes or evidence and are an opportunity for improvement in current educational practices. Based on the evolution of the concept of rubrics a documentary analysis in order to improve the construction of the concept, theory and methodology was performed. Conceptual mapping was used as a strategy for organizing the information gathered by following the eight axes of analysis of this methodology, based on primary and secondary sources retrieved from Google Scholar and additional bibliography on the subject. The results showed the need to articulate the theoretical and methodological elements to design and implement assessment tools that include proficiency levels, criteria, evidence and / or processes of comprehensive action in order to solve problems of context. It is suggested to implement processes of empirical research to determine the impact of socioformatives rubrics in performance evaluation to transcend the focus of objectives and content, so that the current education respond the challenges of the knowledge society.

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