Rubric for evaluating teaching tasks: its contribution to the educational quality

Introduction: the quality education required for Sustainable Development implies supporting the development of cognitive skills. The objective of this work is to analyze the educational quality contribution of a rubric designed in the Department of Basic Biomedical Sciences, at the Salvador Allende School of Medical Sciences, to evaluate explanatory teaching tasks in the discipline of Biological Basis of Medicine. Methods: an instrumental, descriptive, mixed-methods approach was developed. A case study based on grounded theory was applied. Theoretical methods were used: analysis-synthesis, induction-deduction, historical-logical, and systems approach; empirical methods: document review and consultation, expert judgment, and focus group; and mathematical-statistical methods. Results: the designed rubric is made up for four descriptors: describe and explain, corresponding to logical intellectual skills, as well as the correct use of the spanish language and self-assessment, concerning to self-training skills; which were accepted as to the relevance of their content. It was clarified that the designed rubric constitutes a methodologic tool that promotes and evaluates the metacognitive performance of students. Conclusions: the rubric designed in the Department of Basic Biomedical Sciences, at the Salvador Allende School of Medical Sciences, to evaluate teaching tasks of the discipline Biological Basis of Medicine, contributes to the educational quality of the teaching-learning process by encouraging and appreciating metacognition, a cognitive skill required for self-regulation of learning. Its use is proposed in departmental research as an appreciative instrument of the development of self-regulation of learning.