Motivación e instrumentos de evaluación en educación para el desarrollo sostenible: experiencias en bachillerato

The objective of this research was to explore the relationship between motivation and the relevance of evaluation instruments in Education for Sustainable Development at the high school level. The research design was non-experimental and descriptive-correlational. The study involved 16 teachers and 111 students from a Fiscomisional Educational Unit in Manta during the 2025 academic period. Data collection included Likert-scale surveys, non-participant observation, and descriptive analyses. The data were examined using Chi-square independence tests, Cramer’s V, Fisher’s exact test, Friedman’s test, and Spearman correlations. The results showed that rubrics stood out as the most relevant instrument for teaching. Furthermore, a significant association was found between evaluation criteria and personalized feedback. Regarding motivation, prosocial goals and task value were the most prominent factors. In conclusion, evaluative transparency and socio-formative rubrics strengthen both motivation and learning.