Acquisition and evaluation of competencies by the use of rubrics. Qualitative study on university faculty perceptions in Mexico

New trends in university level teaching lean heavily towards an evaluation model closely linked to the concept of formative assessment that fosters a competency-based approach. In this context, evaluation rubrics are among some of the most useful tools to obtain evidence on competency acquisition. In this sense, the purpose of this study was to gain knowledge on Mexican faculty perceptions and conceptions regarding the assessment of competencies and complex learning at the university level by the use of evaluation rubrics. The intention was to determine the extent to which the faculty is evaluating competencies or, if to the contrary, they still lean more towards the evaluation of disciplinary aspects. The study also sought to gain knowledge on the direction and scope of rubrics as an innovative resource, taking into account the technical and pedagogical aspects present in their design and implementation. The methodology used was in-depth interviews in order to gain a detailed understanding on the faculty ' s experiences and perspectives regarding competency assessment by the use of rubrics. The results and conclusions of the study allowed for the identification of formative needs of Mexican faculty members who wish to use competency-based assessment. Discussion with other scholars doing work in Europe allowed us to examine the divergences and convergences in the manner these assessment tools are conceived. (C) 2017 The Authors. Published by Elsevier Ltd.