Analytical assessment rubrics introduction inside the Practicum assessment process of the Primary and Early- childhood education Grade studies

Abstract

The implementation of the new Grade Studies in Primary and Early-Childhood Education is presented as an opportunity that we must not forget in order to review the aspects of the Practicum assesment process, possibly outdated in our previous model of teaching practice. This work, based on reflection, has been made in the line of the new competency educational paradigm. This article presents the process followed in developing analytical rubrics with which we evaluated learning outcomes included in the teaching guide of Practicum I of these Grade Studies. Through these analytical rubrics we have tried to apply an heterogeneous assesment. We analyzed questions such as these: who evaluates, what is evaluated, how and when to evaluate in all process. The principal aim has been to provide coherence to the competency assessment system. We have achieved an objectivity and consistency level in the appreciations. It will allow the detailed knowledge of the processes to improve the student learning in all facets. The aims of this project is to become in the first step for all four Practicums in our EarlyChildhood and Primary Education Grade Studies, maintaining the design that we have always defended and considering the teaching practice such as the best place to learn, using the theoretical support to contrast the theory and practice.

Keywords

• evaluación
• evaluación formativa
• competencias del docente
• formación de docentes
• practicum
• aprendizaje
• maestros
• matrices analíticas