<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412023000100104</article-id>
<article-id pub-id-type="doi">10.24320/redie.2023.25.e04.4326</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Influencia de la rúbrica en la calidad de la retroalimentación del desempeño docente en aula]]></article-title>
<article-title xml:lang="en"><![CDATA[Influence of Rubrics on the Quality of Feedback on Teacher Performance in the Classroom]]></article-title>
<article-title xml:lang="pt"><![CDATA[Influência da rubrica na qualidade da retroalimentação do desempenho docente em sala de aula]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aravena Kenigs]]></surname>
<given-names><![CDATA[Omar Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mellado Hernández]]></surname>
<given-names><![CDATA[María Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montero Fernández]]></surname>
<given-names><![CDATA[Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Temuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Extremadura  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412023000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412023000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412023000100104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La retroalimentación de las prácticas pedagógicas es un componente esencial para favorecer el desarrollo profesional del profesorado. El objetivo de este artículo es evaluar la incidencia del uso de rúbricas para mejorar la calidad de la retroalimentación en el desempeño docente en el aula. La muestra del estudio se compone de 32 participantes distribuidos aleatoriamente en grupos experimental y de control. El grupo experimental diseñó colaborativamente su rúbrica para acompañar y retroalimentar el desempeño docente en aula, mientras al grupo control se le asignó una rúbrica estandarizada. Los resultados indican diferencias significativas en la calidad de la retroalimentación a favor del grupo experimental, que evidenció mayor retroalimentación de carácter orientador y formativo. Se concluye que el diseño colaborativo de rúbricas favorece la calidad de la retroalimentación porque orienta la reflexión de la práctica pedagógica, promueve el desarrollo profesional docente y la transformación del proceso de enseñanza-aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Feedback on teaching practices is an essential part of teachers&#8217; professional development. The objective of this paper is to evaluate the impact of the use of rubrics to improve the quality of feedback on teachers&#8217; performance in the classroom. The study sample comprised 32 participants randomly assigned to an experimental or a control group. The experimental group worked together to design their rubric to support and give feedback on teacher performance in the classroom, while the control group was assigned a standardized rubric. The results point to significant differences in the quality of feedback in favor of the experimental group, whose feedback was more formative and offered greater guidance. The research concludes that rubrics designed collaboratively enhance the quality of feedback, providing direction for reflection on teaching practice and promoting teachers&#8217; professional development and a transformation of the teaching-learning process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A retroalimentação das práticas pedagógicas é um componente essencial para favorecer o desenvolvimento profissional dos professores. O objetivo deste artigo é avaliar a incidência do uso de rubricas para melhorar a qualidade da retroalimentação sobre o desempenho do professor na sala de aula. A amostra do estudo é composta por 32 participantes distribuídos aleatoriamente em grupos experimental e de controle. O grupo experimental desenhou colaborativamente sua rubrica para monitorar e retroalimentar o desempenho docente em sala de aula, enquanto o grupo de controle recebeu uma rubrica padronizada. Os resultados indicam diferenças significativas na qualidade da retroalimentação a favor do grupo experimental, que apresentou uma maior retroalimentação de forma orientadora e formativa. Conclui-se que o desenho colaborativo de rubricas favorece a qualidade da retroalimentação porque orienta a reflexão da prática pedagógica, promove o desenvolvimento profissional docente e a transformação do processo ensino-aprendizagem.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[retroalimentación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes]]></kwd>
<kwd lng="en"><![CDATA[feedback]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="pt"><![CDATA[retroalimentação]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[escola]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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