COMPETENCY ASSESSMENT IN GENERAL CHEMISTRY: RUBRIC INCIDENCE IN METACOGNITION PROCESS

Abstract

Metacognition as the ability for self-knowledge, monitoring, regulation and organization of mental operations, becomes relevant in Higher Education for academic achievement. The aim of the project was to transform the evaluation practices at the university level in the area of Chemistry to strengthen the teaching-learning process and students’ performance as an outcome indicator, through the implementation of assessment rubrics formulated by competencies. The research was carried out at the University of La Sabana, Bogotá-Colombia, with a population of 145 students, of which 119 were part of the Control group and 26 of the experimental group. The work consisted of socializing and implementing the rubric as an evaluation tool, so that teachers recognized their objectivity and students could internalize, appropriate and interpret it as the educational tool that allowed them to be aware of their learning. The results obtained when applying the Mann-Whitney U test indicate that the experimental group, which experienced a metacognition process, obtained a significantly higher grade. It is concluded that the implementation of rubrics for the competency-based evaluation process favors the metacognitive process of students, especially in knowledge self-management, granting them protagonism in their learning through autonomy, promoting cognitive processes based on awareness of the evaluative process for learning.