Co-constructed rubrics with students: Evaluation as a pedagogical dialogue to promote autonomy and educational justice.
DOI:
https://doi.org/10.5281/zenodo.18446365Keywords:
Formative assessment, Co-constructed rubrics, Autonomy, Pedagogical dialogue, Educational justice.Abstract
Traditional assessment is often perceived as a punitive and opaque process that alienates students from their own learning. This article analyzes the impact of co-
constructing rubrics as a formative assessment strategy that democratizes the classroom. The theoretical framework is based on critical pedagogy and authentic assessment. Through a methodological proposal, the process of negotiating success criteria between teachers and students is described, transforming assessment into a space for dialogue and transparency. The results indicate that involving students in defining the quality of their tasks increases intrinsic motivation, improves self-regulation
skills, and reduces grading anxiety. It is concluded that co-constructed rubrics are a tool for educational justice that empowers students as active subjects of their own education.
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Copyright (c) 2026 Elizabeth Raquel Carrión Cedeño, Sarai Daiana Gonzaga Franco (Autor/a)
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