Análisis y validación de una rúbrica para evaluar habilidades de presentación oral en contextos universitarios

Abstract

Introduction: The main objective of this study was to analyze users' perceptions and con-vergent validity of peer- and teacher summative assessment using a rubric of students' oral presentation skills in university context. Method: Peer- and teacher-assessment convergence was analyzed from an analytical and holistic perspective. Students' perception of validity and usefulness was determined from a questionnaire developed ad-hoc for this study. Results: Students perceive that rubric is useful to explain and clarify assessment criteria, planning the development of the projects and evaluating their results. They also highlight its validy, integrating the key criteria to consider in the development and presentation of theis projects. The measures of agreement between peer- and teacher assessment using the rubric was significant, both analytical and holistic perspective -correlation of .89-. Conclusion: Results show the perceived usefulness and validity of the rubric to promote and support high-level cognitive processes in the development of the projects. The rubric is a valid tool to assess and rate the presentation of the students through the peer. These findings are discussed in terms of its instructional implications. © Education & Psychology I+D+i and Editorial EOS (Spain).