Proceso de elaboración de una rúbrica para la evaluación del Prácticum del Máster de E. Secundaria por parte de los tutores de los centros

  1. Ángel Pérez Pueyo 1
  2. Mª Ángeles Diez Fernández 1
  3. Raquel Domínguez Fernández 1
  4. Marta-Eva García González 1
  5. Roberto Fernández Fernández 1
  6. Mª Inmaculada González Alonso 1
  7. Mª Dolores Alonso Cortés 1
  1. 1 Universidad de León

    Universidad de León

    León, España


Investigar para acompañar el cambio educativo y social: el papel de la Universidad : libro de actas
  1. Calvo Salvador, Adelina (coord.)
  2. Rodríguez Hoyos, Carlos (coord.)
  3. Haya Salmón, Ignacio (coord.)

Publisher: Santander, AUFOP-Universidad de Cantabria, 2014

ISBN: 978-84-697-1382-2

Year of publication: 2014

Pages: 971-981

Congress: Congreso Internacional sobre la Formación del Profesorado (13. 2014. Santander)

Type: Conference paper


During the five years of the Master's Degree in Secondary Education in the University of Leon (Spain) we have detected some difficulties concerning the evaluation process of the Practicum competencies. The fact that both academic tutors and educational supervisors participate in the evaluation of this subject makes it even more complex. Initially, it was decided that the academic tutors would evaluate the subject competencies through a portfolio, whereas the supervisors would focus on the students' abilities and skills during their teaching practice. However, we observed that some of the competencies could not be evaluated though portfolios, since they required the supervisors' involvement. The objective of this work was to describe the actionresearch process developed to design a rubric to assess competencies. This instrument was created to facilitate the supervisors' evaluation task by enabling them to lead their students' learning as well as to evaluate and assess it by applying clear and coherent criteria. The process of the rubric design took four steps: 1) designing the formative evaluation tool; 2) disseminating it among the teaching agents; 3) monitoring its use at school; 4) analysing and assessing the results. We can conclude that the use of the rubric has led to 1) improvement of the tutoring process; 2) better coordination between the school supervisors and the university tutors; 3) a more efficient evaluation and assessment system.