Rúbricas de Evaluación y Formación Académica según percepción de estudiantes de cuarto y quinto año, Escuela Profesional de Odontología- UNMSM

Objective: The study focused on studying the opinion of students in the final years of the UNMSM Professional School of Dentistry (2024) regarding the use of evaluation rubrics and their link to academic education. Materials and Method: It comprised a descriptive correlational study, which used a questionnaire to collect data from a sample of 85 students, and the statistical analysis used was the Spearman Rho test. Results: The use of rubrics and academic training showed a minimum correlation of 0.179 with a significance of 0.101, indicating that it has no statistical relevance. In addition, students showed a high percentage of indifference in their perceptions about the use of rubrics in the dimensions evaluated: guiding learning (30.6%), determining quality (37.6%), promoting reflection (34.1%), strengthening feedback (30.6%) and general perception about rubrics (38.8%). This suggests that students may not have a clear understanding of the purpose of rubrics or that their influence on their academic experience is not sufficiently perceptible. Conclusion: The study showed that the use of rubrics does not have a significant impact on the academic training of students, although a positive link was observed with instructional training.