Evolution in the Design and Functionality of Rubrics: from “Square” Rubrics to “Federated” Rubrics

81 Vol.%12%(1),%April%2014,%81298! ISSN:!1887)4592! Date%received:%3021222013! Acceptance%Date:%0220422014! Evolution in the Design and Functionality of Rubrics: from “Square” Rubrics to “Federated” Rubrics Manuel Cebrián de la Serna, Juan José Monedero Moya ! !!!!Universidad!de!Málaga,!España! Abstract! La! evaluación! de! los! aprendizajes! sigue! siendo! uno! de! los! elementos! más! controvertidos! y! difíciles! para! los! docentes.! Entre! algunas! soluciones! recientes,! surgen! metodológicas! y! técnicas! como! las! e)rúbricas! que! pretenden! ayudar! a! resolver! esta! situación,! a! sabiendas! de! que! los! contextos! de! enseñanza! son! diferentes,! por! lo! que! no! cabe! una! única! solución! para! todos! los! casos,! sino! medidas! específicas! y! adaptadas! a! los! contextos! donde! los! docentes! se! ayudan! desde! el! apoyo!institucional!y!las!comunidades!de! prácticas.! El! presente! trabajo! expone! la! evolución!de!un!servicio!de!e)rúbricas![1]! que! partió! desde! la! experiencia! de! diversos! proyectos! de! innovación! educativa!primero,!y!proyectos!de!I+D+i! [2]!más!tarde,!que!ha!evolucionado!con! Evolution in the Design and Functionality of Rubrics: from “Square” Rubrics to “Federated” Rubrics Manuel Cebrián de la Serna, Juan José Monedero Moya University!of!Malaga,!Spain! Abstract! The!assessment!of!learning!remains!one! of!the!most!controversial!and!challenging! aspects!for!teachers.!Among!some!recent! technical! solutions,! methods! and! techniques! like! eRubrics! emerge! in! an! attempt! to! solve! the! situation.! Understanding!that!all!teaching!contexts! are!different!and!there!can!be!no!single! solution! for! all! cases,! specific! measures! are!adapted!to! contexts!where!teachers! receive! support! from! institutions! and! communities! of! practice.! This! paper! presents! the! evolution! of! the! eRubric! service! [1]! which! started! from! a! first! experience!with!paper!rubrics,!and,!with! time! and! after! several! I+D+R! [2]! educational!projects,!has!evolved!thanks! to! the! support! of! a! community! of! practice! [3]! and! the! exchange! of! experiences! between! teachers! and! Evolution in the Design and Functionality of Rubrics 82 REDU. Revista de Docencia Universitaria el!apoyo!de!una!comunidad!de!prácticas! [3]! y! el! intercambio! de! experiencias! entre!docentes!e!investigadores.!En!este! artículo! se! muestran! los! resultados! y! funcionalidades! de! este! servicio! logrados! hasta! el! momento! de! su! publicación.! Palabras' clave:! Rúbricas,! rúbricas! electrónicas,! diseño! de! rúbricas,! evaluación! formativa,! herramientas! de! evaluación,!sistemas!federados.! researchers.! This! paper! shows! the! results!and!functionality!of!the!eRubrics! service!up!to!the!date!of!publication.! Key' words:! Performance)based! Assessment,! Scoring! Rubrics,! Evaluation! Methods,! Reliability,! Higher! Education. Introduction There!are!a!number!of!studies!that!report!a!positive!relationship!between!assessment! and! improvement! of! learning! (Falchikov! and! Boud,! 1989;! Falchikov! and! Goldfinch,! 2000;! Brown! and! Glaser,! 2003;! Falchikov,! 2005;! López! Pastor,! 2009;! Blanco,! 2009;! Sánchez!González,!2010),!especially!when!the!formative!assessment!approach!counts! with! “a! model! of! collaboration"! where! teachers! can! closely! communicate! with! their! students,!in!order!to!share!criteria!and!understanding!of!indicators!as!well!as!evidence! of! learning.! Both! teachers! and! students! share! the! responsibility! to! select! and! apply! criteria!(Falchikov,!1986).!Here,!educational!practice!is!more!focused!on!how!learning! occurs! than! on! teaching! objectives! and! achievements.! Likewise,! the! focus! is! on! interpreting!and!understanding!learning!assessment!in!addition!to!raising!the!level!of! results.! In! his! famous! book! on! innovative! teachers,! Bain! (2007:! 169)! stresses:! “Extraordinary! teachers! use! scores! to! help! students! learn,! not! only! to! classify! and! prioritise!their!efforts”.! Clearly,!a!more!close!and!constant!communication!between!teachers!and!their! students!about!learning!leads!to!higher!learning!achievements!)based!on!the!indicators,! evidence!and!assessment!of!criteria!in!the!tasks)!!than!if!teachers!only!cared!about!test! results! at! the! end! of! the! learning! process.! In! either! case,! “the! validity! of! a! learning! assessment! will! depend! on! the! extent! to! which! the! interpretation! and! use! of! such! assessment!reflects!learning!itself”!(Hargreaves,!2007).!This!approach!may!be!difficult! to!apply!in!certain!educational!contexts,!due!to!the!high!number!and!heterogeneity!of! students!per!group.! However,! rubrics! have! proven! to!partially!mitigate!these! issues,! and! at! the! same! time! offer! a! very! practical! and! successful! methodology! during! the! assessment!process!for!self)assessment!(Overveld!and!Verhoeff,!2013;!Panadero!and! Alonso)Tapia,! 2013;! Martínez)Figueira,! Tellado)González! and! Raposo)Rivas,! 2013),! as! well!as!peer)assessment,!collaborative!and!interdisciplinary!work!(Serrano,!Hernández,! Pérez! and! Biel,! 2013;! Raposo,! Cebrián! and! Martínez,! 2014).! Also,! rubrics! are! successfully!used!in!distance!learning!programmes!involving!technologies,!and!are!an! essential! method! in! using! ePortfolios! (Moril,! Ballester! and! Martínez,! 2012;! Cebrián,! 2011a;! 2011b).! Their! benefits! lie! in! gathering! evidence! for! students’! ePortfolios! and! conducting! further! analysis! and! evaluation! with! teachers,! thus! improving! teacher) student!communication.!! ! Traditionally,! rubrics! have! been! tools! and! techniques! for! evaluation,! and! not! necessarily! based! on! competences.! Today,! the! rubric)based! assessment! approach! is! REDU. Revista de Docencia Universitaria Evolution in the Design and Functionality of Rubrics 90 ! ! widespread.!As!will!be!discussed!below,!rubrics!mainly!consist!of!weighted!indicators! and!evidence!to!which!criteria!are!assigned.!As!a!methodology,!rubrics!are!applied!for! many!purposes,!educational!levels!and!forms!of!teaching((distance!learning,!formative! assessment,!collaboration!in!evaluation,!etc.).!Presently,!there!is!extensive!literature!on! educational!research!in!this!area!(Andrade,!2005;!Jonsson!and!Svingby,!2007;!Luxton) Reilly,! 2009;! Panadero! and! Jonsson,! 2013),! but! given! its! long! history,! it! is! worth! stressing! that! educational! contexts! and! practices! have! changed,! especially! since! the! incorporation!of!new!technologies!that!allow!for!a!greater!interactivity!between!users! and!resources,!a!better!socialisation!of!learning!(e.g.%Internet,!social!networks,!etc.),!an! increased! user! mobility! (e.g.! mlearning),! and! overall,! new! opportunities! and! pedagogical!models.! However,! educational! innovation! has! not! always! paralleled! technological! innovation,! as! they! often! evolve! at! different! speed! and! pace.! But! it! is! sometimes! educational!innovation!that!raises!technology!needs!and!result!in!innovative!resources! and! tools.! Other! times! it! is! technological! innovation! that! leads! to! new! ways! to! communicate! in! class! and! new! models! of! teaching! and! learning.! The! speed! of! technological!innovation!does!not!allow!much!time!for!experiencing!and!researching,! as! by! the! time! results! for! evaluations! come! in,! teachers! are! already! using! newer! technological! solutions.! Thus,! in! order! to! establish! a! stable! and! fruitful! balance! between!the!two!innovations,!social!practice!requires!permanent!changes!in!the!use! of!technological!innovation,!as!well! as!support!from!online!communities!of!practice! (Vasquez,! 2011).! Currently,! an! educational! tool! with! no! community! of! practice! to! experience,! evaluate! and! guide! its! functionality! will! fail! both! pedagogically! and! technologically.!Innovation!and!improvement!should!raise!patterns!of!communication! and! exchange! between! technology! and! education,! however! apart! their! areas! of! knowledge!may!be.!Boh!researchers!and!teachers!must!implement!an!interdisciplinary! approach!in!their!daily!practice.! Electronic Rubrics There!are!already!digital!rubrics!)eRubrics)!on!the!market,!which!reproduce!the!design! of! traditional! paper! rubrics.! eRubrics! have! undoubtly! allowed! for! greater! user! interactivity!and!communication,!and!emerged!from!the!same!pedagogical!approach! as!traditional!or!“squared”!rubrics:!both!of!their!designs!involve!tables!or!grids.! The!most!important!advantages!of!eRubrics!and!ePortfolios!can!be!summarised! as!follows!(Cebrián,!2011a;!2011b):! •! More! autonomy! for! students! to! view! their! acquired! competences! and! those! which!remain!to!be!acquired!at!any!time.! •! A! more! objetive! definition! of! criteria! and! to! become! familiarised! with! criteria! from!the!beginning!of!the!academic!year.! •! Teachers! will! be! more! informed! and! able! to! spot! difficult! competences! to! be! acquired! by! groups! or! individually! (e.g.! they! will! be! able! to! check! which! competence! students! stuggle! with! the! most,! or! with! which! competence! a! particular!student!struggles).! •!Teachers!will!be!more!quickly!able!to!republish!and!change!contents!in!eRubrics.! •!More!immediacy!in!the!communication!process!and!student)teacher!assessment.! •!More!opportunities!for!teachers!to!collaborate!in!the!same!eRubric!or!course,! without!time!or!space!restrictions.! •!A!faster!and!more!automated!evaluation.! REDU. Revista de Docencia Universitaria Evolution in the Design and Functionality of Rubrics 90 ! ! •! A! gradual,! cumulative! and! constructive! organisational! structure! that! allows! students!to!progress!at!their!own!paces.! A! “square”! eRubric! can! start! from! designing! one! or! more! tasks,! or! from! conceiving! one! or! more! competences.! Either! way,! it! usually! has! a! set! of! elements! related!to!a!learning!objective,!as!shown!in!Figure!1.!The!first!column!usually!shows! task!categories!or!competence!indicators.!Each!competence!is!assigned!a!number!of! levels!of!performance!as!well!as!achievements,!with!a!range!of!criteria!under!which! evidence! is! shown.! Likewise,! learning! evidence! is! shown! in! the! description! of! the! specific! responses! (e.g.! behaviours,! products,! thoughts,! cognitive! processes,! etc.)! a! student!gives!when!performing!the!programme.! Source:!created!by!the! authors!of!this!research.! Image(1.!Example!of!square!eRubric,!in!the!“Agora!Virtual”!webtool.! Despite! the! indisputable! advantages! of! digital! rubrics,! they! have! not! yet! incorporated! the! ongoing! improvements! arisen! by! teaching! practice! when! facing! limitations! in! the! different! educational! contexts.! Next,! we! will! discuss! the! main! limitations! encountered! by! the! authors! of! this! paper! when! trying! to! improve! the! eRubric!service!in!an!important!user!community.! Reasons for Changing the Design of Gtea Rubrics Since!1997,!we!have!worked!to!improve!externships!through!educational!innovation!! ! REDU. Revista de Docencia Universitaria Evolution in the Design and Functionality of Rubrics 90 ! projects,!within!a!consolidated!research!group,!Gtea)![4],!where!we!applied!different! methodologies.!We!started!with!portfolios!and!then!moved!to!rubrics,!as!a!solution!to! apply!the!same! criteria! and! evidence! agreed! upon!by!the! authors! of! the! Practicum! (Cebrián!and!Monedero,!2009).! The!first!rubrics!had!a!squared!design!on!paper,!then!on!Excel!and!on!similar! databases! to! the! ones! used! by! other! authors! (Campbell,! 2008),! until! we! ultimately! created!an!ePortfolio!with!an!eRubric,!called!AgoraVirtual!(Figure!1).! !Here!we!realised!the!advantages!of!a!digital!format,!i.e.%the!possibility!of!integrating! rubrics!into!a!digital!platform;!but!we!could!also!see!the!limitations!of!a!square!design! to!respond!to!developments!and!changes!in!the!pedagogical!model!(Cebrián,!Raposo! and!Accino,!2008;!Cebrián!and!Accino,!2009).!From!these!early!experiences,!we!have! accumulated! over! the! years! a! number! of! reasons! why! we! opted! for! a! re)designed! eRubric,! which! is! more! flexible! in! the! teaching! practice! and! better! supported! in! federation! technology.! Next,! these! two! aspects! will! be! considered! separately,! although!we!will!focus!on!the!former,!as!it!is!the!main!objective!of!the!present!work.! The Reality of Teaching Practice Demands More Flexible and Personalised Evidence In!the!different!teaching!contexts,!evidence!of!learning!is!acquired!by!students!at!a! different! pace! (depending! on! their! learning! style,! interests,! opportunities,! etc.)! and! not!necessarily!at!the!pace!established!by!the!teacher!in!the!square!eRubric.!In!other! words,! we! soon! observed! the! need! for! greater! flexibility! in! the! collection! and! presentation!of!learning!evidence!by!students,!in!order!to!achieve!personalisation!of! learning.!The!gradual!design!of!learning!evidence!was!unrealistic!and!unreliable.! Different Value and Criteria of Evidence In!square!eRubrics,!each!evidence!may!have!a!different!value!and!weight,!and!they!are! somehow!obliged!to!follow!an!order!according!to!this!value,!in!an!ordinal!scale!in!a! grid.!This!would!not!be!a!problem!if!the!presentation!of!learning!evidence!was!not!so! closely!related!to!learning!criteria,!as!the!reality!shows!how!each!evidence!is!acquired! by!each!student!based!on!different!success!criteria.!When!students!score!a!level!of! evidence!as!valid,!it!means!that!all!previous!evidence!has!been!successfully!acquired,! when!we!actually!know!that!this!is!not!true!nor!possible,!as!each!evidence!is!usually! presented!through!different!achievements,!and!therefore,!with!multiple!criteria.! Limitations on the Number of Indicators and Evidence regarding Each and Every Competence The!same!may!be!said!about!the!weighted!value!of!criteria!and!the!different!amount! of! assigned! boxes! in! each! competence! and! for! each! indicator.! For! instance,! when! creating! a! square! rubric,! we! are! required! to! choose! a! number! of! evidence! and/or! indicators!from!the!start,!so!this!forces!the!rest!of!competences!and/or!indicators!to! have!the!same!number!(see!Image!1!as!an!example).! “Banking” Education versus the Constructivist Model of Learning Learning!occurs!when!there!is!a!change!of!perspective,!beliefs!or!understanding!and! an!improvement!in!the!interpretive!capacity!of!a!student,!in!a!situation!prompted!by!a! teacher!using!the!context!and!resources!available.!In!a!teaching!context!where!! ! REDU. Revista de Docencia Universitaria Evolution in the Design and Functionality of Rubrics 90 ! eRubrics! and! evidence! are! used! as! a! technique! to! achieve! greater! objectivity! in! assessing!learning!achievement,!considering! competences!are!met! by!simply! adding! evidence! in! a! grid! is! like! conceiving! learning! as! the! “bank”! amount! of! evidence.! In! other!words,!learning!processes!are!not!the!quantitative!and!ordered!sum!of!evidence.! This!is!why,!when!a!poor!eRubric!is!designed,!students!are!tempted!to!add!much!more! evidence!than!in!previous!boxes.! Different Pace, Preferences and Interests when Presenting Evidence The! above! limitations! of! square! eRubrics,! including! the! impossibility! of! weighing! evidence! with! different! values! and! criteria,! require! all! students! to! follow! the! same! orderly! process! when! presenting! their! evidence.! This! is! a! difficult! task,! as! each! teaching! context! contains! particular! aspects! that! either! prevent! students! from! or! facilitate!them!to!achieving!evidence.!Not!to!mention!the!individuality!of!the!learning! process! for! each! individual,! the! flexibility! of! the! learning! pace! and! the! emotional! journey! each! student! embarks! on! when! facing! a! problem,! task,! exercise,! project,! teaching!method,!etc.!We!cannot!guess!the!exact!order!in!which!learning!evolves,!let! alone!the!preferred!pace,!interests!and!learning!styles!of!students.! Reasons from Evaluators Breaking! up! evidence! as! minimal! units! rather! than! relating! them! to! indicators! or! competences!allows!us!to!distribute!such!evidence!among!teachers!and!experts!for! evaluation.!Thus,!each!evidence!can!be!easily!assessed!by!a!teacher,!a!fact!that!would! be! highly! complicated! in! a! square! eRubric,! where! the! order! of! evidence! prevents! teachers!from!assessing!it.! The Required Numerical Proportion of Evidence Square!eRubrics!sometimes!falsely!start!from!0.!If!students!do!not!present!anything,! they! should! not! be! evaluated! with! a! 0,! but! should! rather! be! marked! as! “not! submitted”.!And!even!if!they!present!something,!this!could!hardly!have!no!value,!as! the! effort! to! do! the! job! should! be! at! least! considered,! unless! we! want! to! use! this! number!as!a!punishment! rather!than!as!information! to!assist! learning.!In! any!case,! when!the!smallest!value!is!assigned!to!the!first!box!)e.g.%from!1!to!the!maximum!value! assigned! to! the! last! box)! the! resulting! proportion! in! most! square! eRubrics! is! necessarily!valued!with!similar!numerical!intervals.!Clearly,!what!here!seems!to!be!a! “mathematical!virtue”!when!assigning!intervals!based!on!their!similarity!is!yet!another! limitation!to!assign!values!to!individual!evidence.!And!the!values!do!not!need!to!be! equivalent,! rather! they! should! be! at! least! weighted! values.! There! is! no! continuous! numeric!scale,!but!a!rather!categorical!and!ordinal!scale.!In!square!rubrics,!students!go! from! one! category! to! another! without! the! option! to! assign! intermediate! values! between!two!adjacent!categories.! Technological Attributes for each Evidence Some! programmes! and! teaching! contexts! require! technology! with! certain! characteristics!to!assign!attributes!to!evidence.! !For!instance,!it!is!possible!to!assign!a!different!geolocation!to!each!evidence,!indicator! or!competence!separately! when!we!are! trying!to!establish!a!learning! process!in! an! mlearning%environment.!As!observed!in!Figure!4,!an!eRubric!has!been!designed!with!! ! ! REDU. Revista de Docencia Universitaria Evolution in the Design and Functionality of Rubrics 90 ! different! indicators! and! evidence! for! learning! through! a! walk! in! the! park.! On! this! occasion,!students!are!required!to!collect!evidence!from!the!ground,!in!a!flexible!way! rather!than!by!a!predetermined!square!rubric.!The!setting!essentially!conditions!the! collection! of! evidence,! as! it! will! depend! on! their! geographical! location! (e.g.! a! sunny/rainy!day,!the!season,!etc.!which!can!make!a!real!difference),!and!also!because! every!evidence!may!require!different!times,!rather!than!the!expected!or!planned!time.! The! same! thing! happens! with! learning,! where! the! achievement! of! evidence! by! students! does! not! always! occur! in! the! same! order,! time! and! pace.! Therefore,! a! structured! and! ordered! planning! of! evidence! is,! without! question,! an! unrealistic! design.! Reasons due to Differences between the Theoretical and Practical Dimensions, as it happens in professional contexts University! students! aim! to! acquire! theoretical! knowledge! and! practical! skills.! However,! skills! will! usually! emerge! in! professional! contexts,! and! so! a! number! of! subjects!have!been!designed!for!this!purpose!under!the!name!“Practicum”,!and!more! recently,! “externship”.! We! can! simulate! professional! contexts! at! university.! In! particular,! some! of! these! processes! or! specific! elements! (e.g.! getting! to! know! principles,!understanding!and!approaching!theories,!developing!calculation!processes,! language!acquisition,! mastery!of! words,!getting! to!know! values! and!right! attitudes,! legislation,!information!research!for!externships,!etc.)!will!later!best!help!students!to! acquire! competences! in! professional! environments.! However,! both! areas! are! very! different,! and! so! eRubrics! must! be! different! as! well.! The! reality! of! professional! contexts! is! so! unpredictable,! unique! and! distinctive! that,! starting! from! a! square! eRubric!design!is,!to!say!the!least,!an!absurdity.! To!conclude!the!arguments!and!limitations!of!square!eRubrics,!it!seems!clear! that,!except!for!teaching!situations!where!tasks!follow!a!necessary!orderly!process!) and!even!in!such!cases),!it!will!always!be!more!interesting!to!have!flexible!teaching! tools,!in!order!to!manage!evidence!according!to!each!case!or!reason!(e.g.!pedagogical! reason,! psychological! reason,! emotional! reason,! reason! of! opportunity,! reason! of! unforeseen!circumstances,!etc.).!Undoubtedly,!students!will!find!it!easier!to!address!a! certain! evidence! in! a! certain! order,! and! more! likely! to! succeed! in! achieving! an! evidence!that!represents! a!minor!or! major!challenge,!etc.! According!to!the! current! literature! of! self)regulation! (Carneiro! et! al.,! 2011;! Cebrián,! Serrano! and! Cebrián,! 2014),!managing!resources!and!challenges!plays!an!important!role!in!learning!through! eRubrics!(Panadero,!Alonso)Tapia!and!Reche,!2013).! Students! must! learn! to! manage! their! learning! process! independently,! to! be! masters!of!their!own!learning!and!commit!themselves!to!education,!establishing!self) learning!priorities!and!strategies!(Carneiro,!Lefrere,!Steffens!and!Underwood,!2011;! Panadero! and! Alonso)Tapia,! 2011).! Likewise,! teachers! need! flexible! tools! to! design! their! teaching! process! in! very! different,! unpredictable! and! specific! contexts.! As! for! assessing!learning,!there!will!be!greater!differences,!as!assessment!combines!specific! elements! in! particular! contexts,! available! resources! and! heterogeneity! of! student! learning!styles.! Why Federate eRubrics? We!cannot!confuse!the!two!aspects!and!dimensions!behind!the!expression!“federated! eRubric”.! The! latter! aspect! is! of! a! pedagogical! nature:! the! eRubric! design.! Why! squared?!And!why!not?!This!has!been!addressed!above.!The!former!aspect!is!! ! REDU. Revista de Docencia Universitaria Evolution in the Design and Functionality of Rubrics 90 ! technological:!Why!federation!technology?!Here!we!will!give!four!brief!reasons,!so!as! not!to!dwell!on!what!is!not!the!focus!of!this!paper.!However,!there!is!literature!on! federated!tools!applied!to!education!(Accino!and!Cebrián,!2009;!Cebrián!and!Cebrián,! 2013;!Cebrián,!Serrano!and!Cebrián,!2014!).! ! Federation!is!defined!as!a!technological!system!on!which!partner!institutions! trust!and!where!they!share!information!on!user!identity,!and!to!provide!authentication! for!the!different!services! associated! to! it.!This!offers!advantages! to! users! who! only! have!to!identify!themselves!once!to!access!the!tools!and!services!offered!by!federated! institutions.! This! technology! offers! federated! eRubrics! functionality! and! benefits! that! go! beyond!their!design!(square!versus!non)square).!The!following!are!just!three!reasons! and!use!cases!that!will!illustrate!the!aforementioned!advantages:! •!Argument!1.!The!emergence!of!the!European!Higher!Education!Area!and,!more! recently,!the!Common!Space!of!Higher!Education!for!Latin!America!and!the! Caribbean!represent!a!whole!new!scenario!to!exchange!information,!data!and!user! mobility.! )!Use!Case:!Students!engage!on!national!programmes!(SICUE!)!Mobility!within! Spanish! Universities)! as! well! as! international! programmes! (Erasmus! )!for! graduated!and!post)graduated!students).!They!are!therefore!required!to!use! services!outside!their!home!institutions,!where!they!are!not!registered.!When! a!teacher!uses!a!Gtea!eRubric,!students!can!access!all!the!services!of!this!tool,! whether!they!are!registered!in!this!teacher/administrator’s!institution!or!in!a! different! institution,! through! the! RedIRIS! SIR! [5]! .! In! the! case! of! foreign! students,! they! do! so! through! the! EduGain! identity! service! [6].! Without! federation,!students!would!be!required!to!have!multiple!access!accounts!(and! distribute!their!personal!data)!among!the!various!institutions.!In!cases!where! users! belong! to! Latin! American! institutions! like! Mexico,! users! can! access! through! other! identity! services,! such! as! the! SINED! (National! System! of! Distance!Education)![7],!which!has!its!own!eRubric!service,!and!can!therefore! export!eRubric!contents!between!both!services!(SINED!and!Gtea).! •! Argument! 2.! Currently,! internationalisation! is! unquestionably! an! important! indicator!in!the!call!for!papers!and!projects.!The!world!is!becoming!increasingly! globalised!and!digitised,!facilitating!collaboration!and!promoting!the!exchange!of! goods! and! services.! University! institutions! feel! the! need! to! share! projects,! whether!of!an!academic,!administrative!or!research!nature,!with!other!institutions! in!and!out!of!their!home!countries,!in!order!to!facilitate!the!flow!of!information! and!data!between!national!and!international!researchers.! )!Use!Case:!The!number!of!academic!projects!between!different!institutions!is! increasingly!growing,!such!as!the!recent!MOOC!platforms,!where!students!can! access! massive! courses! to! complement! their! education.! When! doing! their! externship,! the! federation! of! these! platforms! spares! them! many! identity! authentication!problems!and!grants!them!access!to!resources,!repositories!and! MOOC.!These!platforms!are!also!becoming!more!flexible!and!interactive!with! other!tools,!such!as!the!Gtea!eRubric,!video!annotations,!etc.!(See!Annotation! Tools)![8].!Moreover,!eRubrics!have!been!integrated!in!the!annotation!editor! within!the!MOOC!edX![9].!Additionally,!the!eRubric!is!a!useful!application!for! self)assessment! and! peer)assessment! by! MOOC! users,! when! evaluating! materials,!activities!and!exercises.! REDU. Revista de Docencia Universitaria Evolution in the Design and Functionality of Rubrics 90 ! ! )!Use!case:!In!the!event!that!several!teachers!from!different!institutions!wish! to! share! their! eRubric! contents! to! collaborate! and! share! experiences,! good! practice,! student! projects,! etc.,! federated! rubrics! allow! for! this! sharing! of! academic!and!research!collaboration!projects.! •!Argument!3.!The!new!degree!programmes!give!greater!importance!(in!terms!of! credits)!to!externships,!which!are!carried!out!in!institutions!outside!universities,! with! different! technological! systems! and! tools.! This! can! pose! a! technological! barrier! when! we! are! trying! to! deepen! the! quality! of! university)industry! collaboration.! )!Use!case:!if!it!is!important!for!our!students!to!be!completely!integrated!and! carry! out! their! externships! as! any! other! professional! employee! in! their! company! or! institution,! they! must! be! registered! in! those! institutions! or! companies! where! they! conduct! their! externship.! Likewise,! if! we! render! necessary! a! more! fluid! and! interactive! communication! with! company! tutors! and! externship! centres,! these! tutors! and! centres! should! also! register! with! university! platforms,! eportfolios! and! eRubrics.! Within! federated! systems! between!universities!and!companies,!tutors!could!access!eRubrics!with!their! passwords,! and! our! students! could! do! likewise,! accessing! company! services! with!their!own!institutional!keys.! REDU. Revista de Docencia Universitaria Evolution in the Design and Functionality of Rubrics 98 ! ! nuestro! Alumnado.! Electronic% Journal% of% Research% in% Educational% Psychology,% 11(2),!551)576.!nº!30.!http://dx.doi.org/10.14204/ejrep.30.12200. Panadero,!E.!&!Alonso)Tapia,!J.!(2011)!El!papel!de!la!rúbricas!en!la!autoevaluación!y! autorregulación! del! aprendizaje.! En! Bujan,! K,! Rekalde,! I.! y! Aramendi,! P.! La% evaluación%de%competencias%en%la%educación%superior.!Sevilla.!MAD.! Raposo! Rivas,! M.;! Cebrián! de! la! Serna,! M.! &! Martínez)Figueira,! M.E.! (2014).! The! electronic!rubric!to!value!skills!on!ICT!subjects.!European%Educational%Research% Journal.!En!prensa.! Sánchez! González,! M.P.! (2010).! Técnicas% docentes% y% sistemas% de% evaluación% en% Educación%Superior.!Narcea:!Madrid.! Serrano,!A.!Hernández,!M.!Pérez,!E.!&!Biel,!P.!(2013).!Trabajo!por!módulos:!un!modelo! de! aprendizaje! interdisciplinar! y! colaborativo! en! el! Grado! en! Ingeniería! en! Diseño!Industrial!y!Desarrollo!de!Producto.!Revista% de% Docencia% Universitaria,% Vol.11,!197)220.! Vásquez,!S.!(2011).!Comunidades!de!práctica.!Rev.%Educar,%47/1,!51)68. REDU. Revista de Docencia Universitaria Evolution in the Design and Functionality of Rubrics 98 Article!completed!on!December!29,!2013! Cebrián de la Serna, M. & Monedero Moya, J.J. (2014). Evolución en el diseño y funcionalidad de las rúbricas: desde las rúbricas “cuadradas” a las erúbricas federadas. REDU: Revista de Docencia Universitaria, Número monográfico dedicado a Evaluación Formativa mediante Erúbricas, 12 (1), pp. 81-98.Publicado en http://www.red-u.net! ! Manuel'Cebrián'de'la'Serna! University'of'Malaga! Department'of'Didactics'and'School'Management! Mail:'mc[email protected]! Full!university!professor.!Doctor!in!Educational!Technology!and!Bachelor!of!Science!in! Education.!Research!areas:!a)!Educational!Innovation!vs% Technological!Innovation;!b)! University! Education! and! c)! Federation! Technologies! applied! to! Education.! He! has! directed!Phd!programmes!and!master’s!degree!programmes!on!educational!innovation! and!new!technologies!applied!to!education.!Director!of!teacher!training!services!for!10! years:!ICE,!Educational!Innovation!and!Virtual!Learning!Service.!Advisor!of!the!National! Distance! Education! System! (SINED),! Mexico.! Director! of! SEJ)462! Research! Group! on! Globalisation,!Technology,!Education!and!Learning!(GTEA).! ! ! Juan'José'Monedero'Moya! University'of'Malaga! Department'of'Didactics'and'School'Management! Mail:'[email protected]! Professor! at! the! University! of! Malaga.! His! research! lines! focus! on! three! areas:! 1)! Educational!Ethnography,!2)!Evaluation!of!Educational!Materials!and!Assessment!of!e) Learning,!3)!ePortfolios!and!eRubrics.!As!a!director,!he!managed!studies!of!Third!Cycle! (Doctorate)!and!participated!in!several!PhD!programmes!at!the!University!of!Malaga,! which! were! taught! in! Malaga,! Buenos! Aires,! Santiago! de! Chile,! Chiclayo! (Peru)! and! Guadalajara!(Mexico).!First!National! Award!for!Educational!Research! and!Innovation! 1992,! ex% aequo! in! the! form! of! Educational! Research.! Gtea! group! member! since! its! inception.!