Use of E-rubrics in academic assessment: perception of satisfaction in university students

Abstract

This study investigated the relationship between the use of e-rubrics as a formative assessment strategy and the level of satisfaction of university students at a public university during 2024. Under a quantitative approach and correlational design, data were collected from a representative sample of 44 students through surveys based on a Likert scale, evaluating their satisfaction at three key moments of the course: beginning, development, and closure. The findings revealed positive and significant correlations at each stage, highlighting that the continuous application of the e-rubric significantly increases student satisfaction, especially in the final phase of the course. This instrument not only promotes objective assessment but also enhances the learning experience by facilitating planning and reflection on the achievements attained. It is concluded that the incorporation of e-rubrics from the beginning of the course, along with constant feedback, is essential to optimize the educational process and strengthen educational quality.