Rubric and portfolio

formative and summative university self-assessment experiences in face-to-face and online learning

Abstract

The activity of our courses proposes to the students both their active participation through individual and/or group asynchronous work, as well as their self- and co-evaluation. The personal production of each student is gathered in a portfolio that gives an account of the process and that can be graded on the basis of an analytical rubric. In 2018, an asynchronous activity was designed to ask them to establish the criteria that should be taken into account to evaluate their portfolios. The responses obtained were analyzed in light of a qualitative, descriptive, cross-sectional research design. The analysis showed that they differed only in a few criteria. Analytical rubrics were elaborated with those that coincided, which were then applied by the participants themselves. This rubric was used in the 2018 and 2019 face-to-face courses. In 2020, it was slightly modified with the inclusion of new criteria to apply it in the online dictation.