How to assess knowledge and skills in mathematical problem solving in economic context through rubrics

The use of new tools for knowledge and skills assessment is currently a real challenge for Mathematical Education. In the theoretical framework of this work, we tackle rubrics as one of the most appropriate tools for formative assessment. This makes sense if tasks make students learn and at the same time they assess their performance. In this paper, we expose the characteristics of learning-assessment tasks through mathematical problem-solving in an economic context. We have designed a rubric as a pedagogic tool to assessment skills and knowledge, detailing evaluation criteria and indicators of degrees of labels. These proposals can be adapted to any other contexts.