DESIGN AND IMPLEMENTATION OF AN EVALUATIVE RUBRIC TO PEOPLE WITH DIVERSE CAPACITIES

Abstract

Objective: to develop theoretical relationships of evaluation, pedagogy and inclusion through the presentation of a liker scale evaluative rubric for the objectivity of the evaluative process. Methodology: action-participation research, developed as follows: 1) Communitarian participation, 2) leading inquiry of reality, 3) establishment of needs, 4) The theoretical-practical relationships of the evaluation, 5) design and application of the evaluative rubric for the educational action plans. Results: there is evidence of progressive growth between the initial and the final evaluation in the three different topics regarding healthy habits. Conclusion: evaluation is clearly defined as a pedagogical, social, ethical, and technical practice that generates knowledge and promotes reflections on the proper manner to evaluate.