The use of assessment rubrics in the discipline of History: an evaluative proposal

Abstract

This article aims to discuss the limitations of traditional assessment practices in History education and to propose the use of rubrics as a methodological alternative that fosters formative assessment and the development of critical historical thinking. It is a theoretical study based on a national and international literature review, analyzing the role of assessment in the teaching-learning process and exploring the potential of rubrics as tools that make evaluative criteria clearer, more objective, and participatory. The discussion begins with the observation that assessment practices focused on memorization and information reproduction hinder the development of analytical and interpretative competencies essential for the formation of historical consciousness. Based on this, the article presents the conceptual foundations of rubric-based assessment, its typologies, and its contributions to autonomous learning and the development of students' historical awareness. Concrete examples of rubric application in History teaching and the expected outcomes of their use are also discussed. The study concludes that, despite the challenges to their implementation, rubrics represent promising pedagogical tools for enhancing assessment quality and strengthening more democratic, dialogical, and student-centered teaching practices.