Las rúbricas como estrategia de evaluación formativa en una experiencia de articulación interniveles

Evaluation in educational processes is a controversial practice. From the constructivist paradigm, formative evaluation occupies a prominent place due to the advantages it offers both for teaching and learning. This paper describes an experience of using rubrics as a formative assessment strategy in an interlevel articulation project, the Economics Olympics of the Universidad Nacional del Sur, Argentina. The main objective is to describe the use of rubrics as a formative assessment tool in the VI Economics Olympics held in 2023. These rubrics, elaborated collaboratively, accompany the formative evaluation by guiding the written and oral correction. To fulfill the purpose, the context where the Economics Olympics are held is briefly detailed, its background, editions, data, articulations with other national and international projects and particularities related to the evaluation, formats, changes and decisions towards formative evaluation. Finally, some reflections arising from the analysis of the experience regarding the use of rubrics are addressed, as well as questions for future research on the subject.