Diseño e implementación de rúbricas para caracterizar y evaluar la alfabetización estadística crítica en contextos de lectura

Abstract

This research is part of the line of Critical Statistical Education and an evaluation model of Critical Statistical Literacy in reading contexts, based on the constant comparative method. The objective of the study was the design, implementation and adjustment of successive versions of rubrics that were applied in a helical process, through open, axial and selective coding, to 247 university students of 10 introductory courses of Statistics with the participation of teachers. of said courses. After 17 iterations and 6 rubric versions, a final rubric was achieved with five evaluation criteria and the indicators and descriptors for each criterion. The power of the process of elaboration of the final rubric lies in the possibility that it provides to learn from the answers of the students and a process of constant revision and comparison, of reformulation, of integration of the voices of teachers and researchers. In itself, the final rubric is an input that leads to displaying the key ideas for Critical Statistical Education, in teacher training processes, and with the corresponding adaptation, its use is recommended at all educational levels.