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

Leticia-Concepción Velasco-Martínez,Juan-Carlos Tójar-Hurtado

doi:10.5539/ies.v11n2p118

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.

Highlights

Competency-Based Evaluation and Scoring Rubrics1.1 Competency-Based EvaluationAn Unresolved IssueThe emphasis on competency-based learning in Europe has resulted in major changes in the higher education model in response to current educational demands
Specific objectives may be determined such as knowledge of educators’ goals with the design of the scoring rubrics, by exploring a) the type of tasks that is the subject of the assessment, b) the activities that predominate and, c) the generic competencies that are assessed with rubrics
The selected universities were chosen for their innovative experiences in the use of scoring rubrics.These evaluation tools were chosen from the subjects included in the virtual platforms of the universities with the authorization of their authors

Summary

Introduction

Competency-Based Evaluation and Scoring Rubrics1.1 Competency-Based EvaluationAn Unresolved IssueThe emphasis on competency-based learning in Europe has resulted in major changes in the higher education model in response to current educational demands. It has been found that in many cases, this inclusion has only occurred in order to comply with the required listing of competencies in the programming (Escudero, 2008), with no real strategic-methodological approach being used to integrate them into the distinct courses. This scenario is more acute in the work of generic skills, where a disagreement exists among the various degrees, on how they should be taught and evaluated (Ang, D’Alessandro, & Winzar 2014; Bunney, Sharplin, & Howitt 2015). Much of the discussion on the incorporation of skills, has always been characterized by various terminological differences; the lack of methodological rigor in the development and evaluation of the components of competencies (knowledge, skills, attitudes, values, etc.); the lack of attention to the context in which they develop, and the scarcity of resources or guides to support a true curriculum change (Clanchy & Ballard, 1995; Sumsion & Goodfellow, 2004)

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