Aprender a avaliar: rubricas analíticas na avaliação formativa
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This study examines the appropriation of assessment practices mediated by analytic rubrics in the initial education of mathematics teachers, grounded in formative assessment and the Assessment for Learning framework. The objective was to investigate how the design and use of rubrics impact evaluative, self-regulatory, and reflective competencies among preservice teachers. This mixed-methods study was conducted with twelve students from a Brazilian public university within a didactic intervention that involved lesson planning and the collaborative construction of rubrics. Quantitative data were analyzed using descriptive statistics and organized into three analytical axes, while qualitative data were examined through Descending Hierarchical Classification with the support of IRaMuTeQ software. The results indicate that rubrics enhanced criteria clarity, transparency, formative feedback, and learning self-regulation, while also revealing challenges related to the time required for rubric construction and the complexity of evaluative judgment. It is concluded that the formative use of rubrics strengthens evaluative thinking in teacher education within higher education.
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