Revisión de las rúbricas de evaluación del séptimo ciclo de Derecho UINPIAW y su enfoque intercultural.

Abstract

Abstract: The study aimed to describe the characteristics of the assessment rubrics used in the seventh cycle of the Law program at UINPIAW and to analyze the inclusion of interculturality criteria. The methodology followed a qualitative approach through a documentary study, with a descriptive interpretive design applied to twelve rubrics used in six courses within the analyzed cycle. For the interpretation of results, a three-level classification system was applied: High, defined as explicit, coherent, and transversal integration; None, defined as total absence; and Partial, defined as implicit and non-transversal presence. The results reveal that, although the rubrics display an adequate technical structure, a technical summative approach oriented toward grading predominates, without explicitly, coherently, or transversally incorporating intercultural dimensions. It is concluded that a gap exists between UINPIAW s intercultural and community-based educational model and the assessment practices implemented. The study s main contribution lies in making this disconnection visible and in proposing recommendations aimed at re-signifying the rubric as a formative and intercultural assessment instrument, consistent with the principles of Sumak Kawsay upheld by the university community.