The quantitative and qualitative rubric in algebraic operations learning assessment in students of eighth year of general basic education

Abstract

This article analyzes the importance of designing a taxonomic rubric to assess the learning of algebraic operations in eighth-grade students in basic general education. The manuscript posits as a fundamental problem the lack of application of rubrics as an assessment tool that allows students to develop the skills, competencies, and abilities acquired in mathematics. To address this problem, the author designs a didactic guide for designing a taxonomic rubric that employs the Marzano and Kendall taxonomy, which focuses on mental processes and memory related to the information students acquire. It clarifies some guidelines regarding the principles and types of assessment, the learning cycle, and the assessment of learning in mathematics. It explains the characteristics, elements, and types of rubrics, the domains of learning, and the taxonomic levels with a view to achieving appropriate assessment. This research employs a mixed-methods approach, combining qualitative and quantitative methods, supported by various documentary and field sources, and includes a correlational scope, thus providing an existing perspective on the problem. Relevant findings include the deficiency in the use of rubrics due to the lack of information and descriptors to guide the evaluation process in order to achieve a detailed learning outcome, change the action of evaluating to valuing, experience changes in motivation and participation, and ultimately, rediscover the desire to learn with appropriate evaluation instruments.