The rubric as an instrument for evaluating concept mappings from creative knowledge construction: A participatory proposal

Abstract

In this study we show how it is designed a rubric with three progression levels to evaluate concept mapping. Likewise, its implementation is exemplified from the analysis of four types of concept mapping corresponding to the main cases included in the rubric. The most notable of this evaluation instrument is both its process of obtaining and the different descriptors that configure it, giving special relevance to creativity. Methodologically we start a first rubric designed after discussion and integration of the proposal offered by pre-service teachers and research fellows. Subsequently, this initial rubric is reviewed and improved after its validation process, based on the analysis of different concept mapping. In conclusion, it should be noted that the rubric allows us to objectively and systematically evaluate subjective productions, conceptual maps, from the point of view of the progressive and personal construction of knowledge. In this sense, creativity as the individual's own and unique capacity, allows us to assess the new associations of ideas and concepts that are included in the concept mapping ichnographically without limiting the diversity of possibilities and ways of building knowledge.