{'fraction_non_alphanumeric': 0.024346257889990983, 'fraction_numerical': 0.0, 'mean_word_length': 5.166666666666667, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Electronic Rubrics to Assess Competences in ICT Subjects

Helping students to acquire specific competences is nowadays one of the basic pillars of university teaching; therefore its evaluation and accreditation is of key importance. As of late, rubrics and in particular electronic rubrics (e-rubrics) have become an important resource to assess competences and guide students in their learning processes. In this contribution, the authors present a quasi-experimental study that was conducted to explore and evaluate the use of the e-rubrics in subjects related to information and communication technology (ICT). Data were collected on how students viewed their use of e-rubrics in self-evaluation and peer evaluation. They show that the experimental groups using e-rubrics were better evaluated by their professors than the control groups who did not engage in self-evaluation using e-rubrics. The students see e-rubrics as a positive resource because they feel e-rubrics allow for a truly objective evaluation. Additionally, e-rubrics are considered to be helpful in improving learning and self-regulation.