The aim of this work is to design a rubric  to evaluate the use of the basic skill “Equal physical  activities” in the cross-section competence of Gender Equality within subjects of Sports Organization, Woman and Sport and Body Expression in the new EHEA Bachelor Degree of the Faculty of Physical  Activity and Sport Science of the Polytechnic University of Madrid.  In order to design  the  rubric Mertler’s patterns,  Strategic Plan Equal Opportunities 2008-2011 and the  2010  PAFIC Guide  have  been used. The rubric designed includes three criteria with four descriptors for each level:  “professional”, “acceptable”, “needs improvement”, “insufficient” or “inadequate”. The three criteria  proposed are the following: Physical activities of interest to women, Equal competition, achievement,  cooperation and Equal models and leadershi

Martin Rodriguez, Maria

Martínez Del Castillo, Jesus

Servicio de Coordinación de Bibliotecas de la Universidad Politécnica de Madrid

 
PROPOSAL FOR A RUBRIC FOR “EQUAL PHYSICAL ACTIVITIES” 
FOR ASSESSING THE GENDER EQUALITY COMPETENCE TO THE 
EUROPEAN HIGHER EDUCATION AREA IN BACHELOR DEGREE-
PHYSICAL ACTIVITY AND SPORT SCIENCES  
María Martín, Jesús Martínez del Castillo 
Faculty of Physical Activity and Sport Sciences-INEF.  
Polytechnics University of Madrid (SPAIN) 
maria.martin@upm.es, jesus.martinez@upm.es  
  
 
Abstract  
The aim of this work is to design a rubric to evaluate the use of the basic skill “Equal physical 
activities” in the cross-section competence of Gender Equality within subjects of Sports Organization, 
Woman and Sport and Body Expression in the new EHEA Bachelor Degree of the Faculty of Physical 
Activity and Sport Science of the Polytechnic University of Madrid. In order to design the rubric 
Mertler’s patterns, Strategic Plan Equal Opportunities 2008-2011 and the 2010 PAFIC Guide have 
been used. The rubric designed includes three criteria with four descriptors for each level: 
“professional”, “acceptable”, “needs improvement”, “insufficient” or “inadequate”. The three criteria 
proposed are the following: Physical activities of interest to women, Equal competition, achievement, 
cooperation and Equal models and leadership.  
Keywords: Educational innovation, rubric, gender equality, physical activity, sport.  
 
 
1. INTRODUCTION  
The general framework of the experience is the new European Higher Education Area (EHEA) 
Bachelor Degree of the Faculty of Physical Activity and Sport Science of the Polytechnic University of 
Madrid. This new EHEA Bachelor Degree includes the General Competence for Equal Gender 
according with the Law 4/2007 of Universities[1], the Law 3/2007 of 22 March [2] and the competence 
defined in RD 1393/2007 [3]. 
 
In the Axes 4  Education, 5 Innovation and 6 Knowledge, of the  Strategic Plan Equal Opportunities 
2008-2011 [4] are marked as targets to integrate gender perspective in this areas by different ways. 
The subjects of Sports Organization, Woman and Sport and Body Expression in the new EHEA 
Bachelor Degree of the Faculty of Physical Activity and Sport Science of the Polytechnic University of 
Madrid include a General Competence for Equal Gender. One of the basic skills developed in this 
competence is the use of equal and non-sexist physical activities. Rubrics appear as a very useful 
assessment tool to evaluate this basic skill.  
A review of the pedagogical literature shows that rubrics are described by most authors as highly 
potential assessment tools in teaching, capable of improving the overall teaching-learning processes. 
They go beyond the traditional understanding of assessment [5,6,7,8]. 
 
The widespread use of rubrics as assessment tools in the Anglo-Saxon environment is justified by 
their potential to meet two basic challenges [6]: 
1. They provide teachers with an objective and solid assessment tool whereas students receive a 
meaningful feedback. 
2. The process of assessment and scoring is less time-consuming.   
 
Rubrics are assessment guidelines used in evaluation. Rubrics are formally defined as scoring guides, 
consisting of specific pre-established performance criteria, used in evaluating student work on 
performance assessments. Rubrics are typically the specific form of scoring instrument used when 
evaluating student performances or products resulting from a performance task (10). They are 
characterized by the following: 
a.  Specify the work to be performed by the student. 
b.  Assess various stages of performance. 
c.   Provide meaningful feedback to students. 
 
Scoring rubrics provide at least two benefits in the evaluation process. First, they support the 
examination of the extent to which the specified criteria has been reached. Second, they provide 
feedback to students concerning how to improve their performances. If these benefits are consistent 
with the purpose of the assessment, than a scoring rubric is likely to be an appropriate evaluation 
technique [9]. 
 
2. OBJECTIVE 
The aim of this work is to design a rubric to evaluate the use of the basic skill “Equal physical 
activities” in the cross-section competence of Gender Equality within subjects of Sports Organization, 
Woman and Sport and Body Expression in the new EHEA Bachelor Degree of the Faculty of Physical 
Activity and Sport Science of the Polytechnic University of Madrid.  
 
The rubric designed includes three criteria with four descriptors for each level: “professional”, 
“acceptable”, “needs improvement”, “insufficient” or “inadequate”. The three criteria proposed are the 
following: 
1. Physical activities of interest to women 
2. Equal competition, achievement, cooperation 
3. Equal models and leadership. 
  
3. METHODOLOGY 
In order to design a rubric to evaluate the use of “Equal physical activities” in the cross-section 
competence of Gender Equality Mertler’s patterns [10], Strategic Plan Equal Opportunities 2008-
2011[4] and the 2010 PAFIC Guide [11] have been used.    
 
Table 1: STEPS IN THE DESIGN OF THE SCORING RUBRIC (Mertler, 2001) 
 
 
STEP 1 
 
Re-examine the learning objectives to be addressed by the task.   
 
 
STEP 2 
 
Identify specific observable attributes that you want to see (as well as those you 
don’t want to see) your students demonstrate in their product, process, or 
performance.   
 
 
STEP 3 
 
Brainstorm characteristics that describe each attribute.   
 
 
STEP 4 
 
For analytic rubrics, write thorough narrative descriptions for excellent work and 
poor work for each individual attribute.   
 
 
STEP 5 
 
For analytic rubrics, complete the rubric by describing other levels on the 
continuum that ranges from excellent to poor work for each attribute.  
  
 
STEP 6 
 
Collect samples of student work that exemplify each level.   
 
 
STEP 7 
 
Revise the rubric, as necessary.   
 
 
 
 
 
4. RESULTS 
The rubric designed includes three criteria with four descriptors for each level: “professional”, 
“acceptable”, “needs improvement”, “insufficient” or “inadequate” [9].  
 
The three criteria proposed and the four descriptors for each level are based on the recommendations 
of the Strategic Plan of Equality of Opportunities 2008-2011: Axes Education, Innovation and 
Knowledge [4] and the 2010 PAFIC Guide [11] adapted to the general framework of experience. The 
three criteria proposed are the following: 
1. Physical activities of interest to women 
2. Equal competition, achievement, cooperation 
3. Equal models and leadership 
  
TABLA 2. A RUBRIC FOR EVALUATION “EQUAL PHYSICAL ACTIVITIES” 
 
  
Inadequate 
1 
Needs 
Improvement 
2 
Adequate 
3 
Professional 
4 
Score 
Criterion 
#1 
Programs 
include only 
traditional 
activities 
practiced for 
men 
Programs 
include only 
neutral and 
traditional 
activities 
practiced for 
men  
Programs 
include neutral 
and traditional 
activities 
practiced for 
women and 
men 
Programs include 
neutral, traditional 
and new activities 
practiced and 
demanded for 
women and men 
  
Criterion 
#2 
Programs 
include only 
competitive 
activities, most 
of them focus 
on force and 
performance 
where only men 
can stand out 
Programs 
include  
competitive 
activities with 
adapted rules 
focus on all 
components of 
physical 
fitness and 
neutral 
participation 
Programs 
include 
activities Level 
2 and 
cooperative 
activities 
where effort is 
valued over 
the result, that 
display the 
best of each 
participant   
Programs include 
activities Level 2 
and Level 3 
where  women 
and men can 
stand out 
  
Criterion 
#3 
Programs 
include only 
activities where 
only men can 
serving as good 
leaders and 
expert 
Programs 
include  
activities 
where women 
and men can 
serving as 
good leaders 
but only men 
can serving as 
expert 
 
 
Programs 
include 
activities 
where women 
and men can 
serving as 
good leaders  
 
Programs include 
activities where 
women and men 
can serving as 
good leaders and 
expert 
  
 
 
5. CONCLUSIONS 
Use of egalitarian physical activities fosters egalitarian treatment and prevent discrimination, eliminate 
sexism and androcentrism in in the subjects of Woman and Sport, Body Expression and Sports 
Organization in the new EHEA Bachelor Degree of the Faculty of Physical Activity and Sport Science 
of the Polytechnic University of Madrid.  
 
The rubric designed enables the assessment of basic skill “Equal physical activities” in the cross-
section competence of Gender Equality in the subjects of Woman and Sport, Body Expression and 
Sports Organization of the new EHEA Bachelor Degree of the Faculty of Physical Activity and Sport 
Science of the Polytechnic University of Madrid. 
 
This rubric provides at least two benefits for the evaluation process. First, it supports the examination 
of the extent to which the specified criteria has been reached. Second, it provides feedback to 
students concerning the improvement of their performance. Third, the process of assessment and 
scoring is less time-consuming by teachers. 
 
 
References: 
 
[1] BOE (2007). Ley Orgánica 4/2007, de 12 de abril, por la que se modifica la Ley Orgánica 6/2001, 
de 21 de diciembre, de Universidades. 
 
[2] BOE (2007). Ley Orgánica 3/2007, de 23 de Marzo, de Igualdad de Mujeres y Hombres 
 
[3] BOE (2007). Real Decreto 1393/2007 de 29 de octubre, por el que se establece la ordenación de 
las enseñanzas universitarias oficiales. 
[4] Ministerio de Igualdad (2008). Plan estratégico de igualdad de oportunidades (2008-2011). Madrid: 
Instituto de la Mujer del Ministerio de Igualdad. Available in: 
http://www.migualdad.es/igualdad/PlanEstrategico.pdf  
[5] Andrade, H. (2005). Teaching with rubrics. College Teaching, 53 (1), 27-30  
 
[6] Dornisch, M.M. y McLoughlin A.S. (2006). Limitations of web-based rubric resources: addressing 
the challenges. Practical Asessment, Research and Evaluation, 11(3). Available online: 
http://PAREonline.net/getvn.asp?v=7&n=25. 
 
[7] Stevens, D.D. y Levi, A.J. (2005). Introduction to rubrics. Sterling, Virginia: Stylus 
 
[8] Prieto, L. (coord.) 2008. La enseñanza universitaria centrada en el aprendizaje. Barcelona: ICE-UB 
 
[9] Moskal, B. (2000). Scoring rubrics: what, when, and how?. Practical Assessment, Research, & 
Evaluation, 7(3). Available online: http://pareonline.net/getvn.asp?v=7&n=3 
[10] Mertler, A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research 
& Evaluation, 7(25). Available online: http://PAREonline.net/getvn.asp?v=7&n=  
[11] Fernández, E. (dir.) (2010). Guía PAFIC, para la promoción de la actividad física en chicas. 
Madrid: Instituto de la Mujer del Ministerio de Igualdad. Available in: 
http://www.csd.gob.es/csd/estaticos/myd/CarreraMujer/GUIA_PAFiC.pdf 
 
 


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