La rúbrica como evaluación de competencias transversales


Cross-comprehensive competencies



A rubric is an evaluation instrument that allows to share the criteria for learning and evaluation tasks with the students and among the teaching staff. The rubric, as a guide, shows the expectations that students and teachers have and share about an activity, organized at different levels of compliance: from the least acceptable to the exemplary resolution, from what is considered as inadequate to excellent.

The rubric is a powerful tool for the evaluation of any type of task, but it is especially appropriate to evaluate real life tasks. It is a suitable instrument to evaluate competencies because it allows dissecting a complex task in simpler tasks distributed gradually and operationally.



– To evaluate the degree of acquisition of a transversal competence

– Establish a process of guidance during the learning process



Learning refers not only to new knowledge that can be acquired by students but also to the development and evolution of their way and style of learning and how to apply this knowledge to new situations, how to integrate attitudes and values, how to put them into play, and how to incorporate techniques and methods when facing them.



Competences are a set of knowledge, skills and attitudes that describe the learning outcomes of an educational program.

Transversal (or generic) Competences are not necessarily related to technical knowledge.

List of transversal competences:

1. Planning and time management

2. Oral communication. Written communication

3. The use of information technologies and Communications (ICT)

4. Information Management (search, selection and integration)

5. Problems solving

6. Decision making

7. Critical thinking

8. Teamwork

9. Interpersonal skills

A rubric is a scoring tool that lists the criteria for a piece of work, or “what counts” (for example, purpose, organization, details, voice, and mechanics are often what count in a piece of writing); it also articulates gradations of quality for each criterion, from excellent to poor. Goodrich Andrade, Heidi. “Understanding Rubrics.”

Three steps in the realization of a rubric:

Step 1: Establishment of competence levels to be developed.


– Level 1: raising awareness about the importance of the competence and basic application of the competence to different situations

– Level 2: internalization and skilful management of the competence.

– Level 3: domain and spontaneous handling of competence in any situation that requires it

– Level 4: excellence in the execution of the competence and frequent and unequivocal incorporation of it in proper situations.

• Step 2: Depending on the levels, selection of items to be evaluated.

• Step 3: To choose the appropriate assessment procedure (s) and consider the results.





Monitoraggio e valutazione

It is an evaluative tool


Pro e contro

a favor Positive elements (effectiveness)

To clarify and objectify the evaluation of transversal competences not necessarily linked to technical learning.

en contra Negative elements (criticalities)

Make sure that teachers do not see it as an additional work.



Fundación ADSIS