<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-7468</journal-id>
<journal-title><![CDATA[Páginas de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Pág. Educ.]]></abbrev-journal-title>
<issn>1688-7468</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Humanas - Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-74682020000200100</article-id>
<article-id pub-id-type="doi">10.22235/pe.v13i2.2234</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Rúbrica de evaluación. Usos y aprendizajes en un grupo de docentes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Assessment Rubric. Ways to Use it and Knowledge Acquisition, by a Group of University Professors]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kweksilber]]></surname>
<given-names><![CDATA[Carola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trías]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Uruguay  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>100</fpage>
<lpage>124</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-74682020000200100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-74682020000200100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-74682020000200100&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de este trabajo es conocer la forma en que utiliza la rúbrica de evaluación un grupo específico de profesores universitarios, e identificar los aprendizajes que adquieren por incorporar la herramienta. Se realiza un estudio de caso con metodología cualitativa, en el que se utiliza la observación participante y la entrevista en profundidad como instrumentos de recolección de datos. Respecto al uso de la rúbrica, se describen tres instancias: la elaboración del instrumento; su aplicación para mejorar las evaluaciones y el análisis de los rendimientos. Esta última etapa muchas veces deriva en acciones por parte de cada docente para mejorar el curso en general y su forma de enseñar en particular. Respecto a los aprendizajes, los profesores perciben que, al usar la rúbrica como herramienta de evaluación, descubren elementos nuevos respecto a los cursos y respecto a sí mismos. Señalan que esos hallazgos se convierten en insumos para mejorar sus prácticas. Los resultados muestran una relación entre el uso de la rúbrica y la reflexión sobre la experiencia y sugieren la existencia de un potencial -no suficientemente explorado-, respecto a la función pedagógica de la herramienta para el desarrollo profesional docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The aim of this study is to know the way in which a group of university professors use the assessment rubric and the knowledge they acquire when adding this tool. A single case study is conducted, using a qualitative methodology. Participant observation and in-depth interviews are used as data collection instruments. Results indicate that the use has several stages. First, all the interviewed elaborate their own tools; then they apply them to improve the assessment and finally they analyze the results in search of coincidences and differences from which to make decisions regarding ways to teach. Concerning the learning, professors identify new knowledge acquisition in respect to their courses and themselves, which they later add to improve their performance. The results show a relationship between the use of the rubric and the reflection on the experience, as well as a not sufficiently explored potential regarding the pedagogic function of the rubric for the development of the faculty staff.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[rúbricas]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[docencia universitaria]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional docente]]></kwd>
<kwd lng="es"><![CDATA[evaluación formativa.]]></kwd>
<kwd lng="en"><![CDATA[rubrics]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[university teaching]]></kwd>
<kwd lng="en"><![CDATA[teacher professional development]]></kwd>
<kwd lng="en"><![CDATA[formative assessment.]]></kwd>
</kwd-group>
</article-meta>
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