Resumen

CARDONA, Sergio; VELEZ, Jeimy  y  TOBON, Sergio. Formative projects and assessment with rubrics. Paradígma [online]. 2015, vol.36, n.2, pp.74-98. ISSN 1011-2251.

The formative projects are being increasingly applied in education, but the implementation of this methodology into online education programs still lacks of clarity in the assessment process. Purpose: To determine the advantage is achieved by implementing rubrics made by competences in formative projects and their relationship with the academic performance. Methodology: A correlational descriptive study was conducted in the framework of the implementation of the methodology of formative projects considering a number of variables in the mark of socioformative assessment, in an online course of a university. For monitoring consider 36 students who enrolled in a course under this methodology. Results: The analysis reflect that students consider that the methodology of formative projects helps develop the competences of the course. This is correlated with the identification of the assessment activities and the participation of the criteria defined for the evidence of the formative project. Also there was an advance in the convergence between teacher assessment and student assessment at the use of rubrics made by competences. The assessment with rubrics made by competences applied in the formative projects is useful for the integral formation and for online education.

Palabras clave : assessment; competences; formative projects; socioformative approach.

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