21
ESTUDIOS SOBRE EDUCACIÓN / 2022
Digi al ub ic-based assessmen o o al
p esen a ion compe ence wi h echnological
esou ces o p ese ice eache s
E aluación basada en úb icas digi ales de la
compe encia de p esen ación o al con ecu sos
ecnológicos pa a p o eso ado en o mación
ANA BELÉN PÉREZ-TORREGROSA
Depa amen o de Didác ica y O ganización Escola
Facul ad de Ciencias de la Educación
Uni e sidad de Málaga
Campus de Tea inos, 29010, Málaga (España)
[email p o ec ed]
h ps://o cid.o g/0000-0002-3428-6348
MARÍA JESÚS GALLEGO-ARRUFAT
Depa amen o de Didác ica y O ganización Escola
Facul ad de Ciencias de la Educación
Uni e sidad de G anada
Campus Uni e si a io de Ca uja, 18071, G anada
(España)
mgallego@ug .es
h ps://o cid.o g/0000-0002-2296-5431
MANUEL CEBRIÁN-DE-LA-SERNA
Depa amen o de Didác ica y O ganización Escola
Facul ad de Ciencias de la Educación
Uni e sidad de Málaga
Campus de Tea inos, 29010, Málaga (España)
[email p o ec ed]
h ps://o cid.o g/0000-0002-0246-7398
ISSN: 1578-7001 / DOI: 10.15581/004.43.009
Resumen: Es e es udio es á di igido a la e-e aluación
de la compe encia de p esen ación o al u ilizando e-
cu sos ecnológicos en un modelo ac i o que combi-
na ap endizaje basado en p oyec os y aula in e ida.
Es e es udio aplica el uso de una úb ica digi al pa a la
e aluación de la compe encia en p esen ación o al en
di e en es si uaciones de e aluación ac i a y p og esi-
a de 99 u u os docen es en las que la pa icipación
es opcional u obliga o ia. Los esul ados mues an
que la úb ica digi al empleada en a ios momen os
es una me odología y una ecnología que acili a el
p oceso de e oalimen ación y diálogo en e docen-
es y es udian es sob e los c i e ios de e aluación.
Los esul ados apoyan u u as decisiones de diseño
me odológico de e aluación o ma i a ap opiadas en
en o nos de ap endizaje online.
Palab as cla e: Rúb ica, Compe encia de P esen a-
ción O al, E aluación, Fu u os Docen es.
PÉREZ-TORREGROSA / GALLEGO-ARRUFAT / CEBRIÁN-DE-LA-SERNA
22 ESTUDIOS SOBRE EDUCACIÓN / 2022
Abs ac : This s udy ocuses on e-assessmen o o al
p esen a ion compe ence using echnology esou ces
in a model ha combines p ojec -based lea ning
and fl ipped lea ning. This s udy uses a digi al ub ic
o assess o al p esen a ion compe ence in di e en
si ua ions o p og essi e assessmen o 99 p ese ice
eache s, si ua ions in which pa icipa ion was ei he
op ional o compulso y. Findings show ha he digi al
ub ic used a a ious imes is a me hodology and a
echnology ha acili a es he eedback p ocess and
dialogue be ween eache s and s uden s abou he
assessmen c i e ia. The esul s suppo u u e deci-
sions o me hodological design o o ma i e assess-
men app op ia e o online lea ning en i onmen s.
Keywo ds: Rub ic, O al p esen a ion compe ence,
Assessmen , P ese ice eache s.
INTRODUCTION
D e eloping o al p esen a ion compe ence is an essen ial goal o highe edu-
ca ion, as his compe ence is c ucial o u u e pe sonal and p o essional
success (Dunba e al., 2006; Mo eale e al., 2017; an Ginkel e al., 2015).
O al p esen a ion compe ence is ecognized as a cen al p o essional compe ence
(Campbell e al., 2001). S udying o al p esen a ion compe ence is impo an be-
cause i helps o de elop and imp o e skills ha a e necessa y o many aspec s o
p o essional ca ee s. The concep o o al p esen a ion compe ence is g ounded
in he in e ela ion o he cogni i e, beha io al, and a ec i e domains (Bowe e
al., 2011; De G ez e al., 2009b; an Ginkel e al., 2017). These h ee domains a e
b ough o bea on speaking in public in o de o in o m, exp ess onesel , and con-
nec wi h o he s in a e o mula ion o “compe ence-based eache aining” (and
i s goal o aining in specifi c eaching skills) (Mulde , 2014).
O al p esen a ion compe ence includes app op ia e con en , design, and o -
ganiza ion o he p esen a ion, as well as p esen a ion skills (Ri chie, 2016). These
mus be de eloped in conjunc ion wi h digi al compe ence (Redecke , 2017). We
canno sepa a e p og ess in acqui ing and imp o ing o al and digi al skills because
he wo oge he o m he co e o he eaching p o ession.
The eaching p o ession places g ea emphasis on he impo ance o o al
p esen a ion skills, al hough ew s udies in educa ion esea ch ocus on imp o -
ing p ese ice eache s’ o al p esen a ion compe ence by assessing i . Technology
de elopmen has clea ly changed bo h he lea ning en i onmen and emphasis on
use o suppo esou ces, linking o al p esen a ion and digi al compe ences mo e
closely, while he Co id-19 pandemic has made i necessa y o use hese compe-
ences in online en i onmen s.
Pee and eache assessmen
The expansion o lea ning o unde g adua es has gene a ed s udies o con inu-
ous and p og essi e assessmen wi h digi al ub ics in enginee ing, medicine,
DIGITAL RUBRIC-BASED ASSESSMENT OF ORAL PRESENTATION COMPETENCE
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ESTUDIOS SOBRE EDUCACIÓN / 2022
an h opology, educa ion, and ma hema ics (among o he subjec s) (Ceb ián-de-
la-Se na and Be gman 2014; C aw o d e al., 2020; Haans ad, 2020; Hous on and
Thompson, 2017; Zheng e al., 2019). Such assessmen is especially impo an
in he p ese ice aining o p ese ice eache s, due o he p o ession’s exe cise
o he double ole o assesso and assessed and hei e olu ion (Pa hak and Le
Vasan, 2015), as well as he impo ance o o al p esen a ion compe ence (Mulde ,
2014; Pa hak and Le Vasan, 2015; an Ginkel e al., 2017). The digi al ub ic has
a specifi c me hodology o compe ence-based assessmen and is a ool o such
assessmen ha acili a es he eedback p ocess and dialogue on he assessmen
c i e ia, con e s con inuous assessmen in o o ma i e (Hous on and Thompson,
2017; No d um e al., 2013). The ub ic enables clea o ien a ion o he academic
asks, o he eaching and assessmen o o al p esen a ions on academic p ojec s
and simula ed p o essional scena ios (De G ez e al., 2012; Gal án-Sánchez e al.,
2017).
This s udy ocuses on de eloping o al p esen a ion compe ence, which is key
in he ea ly p ese ice eaching p o ession and h oughou li e. The de elopmen
occu s h ough in e en ion using a s a egy o con inuous and p og essi e assess-
men by eache s and pee s. A me a-analysis by Falchiko and Goldfi nch (2000)
disco e ed ha he highes co ela ions be ween sco es gi en by classma es and by
he eache occu ed when global judgemen s based on well-defi ned c i e ia a he
han indi idual dimensions sco ing c i e ia we e used. Al hough pee sco es do no
di e conside ably om eache sco es (Mulde , 2014).
Gi en he wide use o pee -assessmen , especially in highe educa ion, he
ela i e p ecision o sco ing by classma es s. he ins uc o is an impo an con-
ce n o bo h educa o s and esea che s. This conce n has g own wi h he inc ease
in pee -assessmen in online en i onmen s. Li e al. (2016) p o ide a syn hesis o
esea ch fi ndings on pee -assessmen since 1999, when compu e -assis ed pee -as-
sessmen began o be used. Adop ing a hie a chical linea modeling app oach, hey
ound ha he a e age es ima ed Pea son co ela ion be ween sco es by classma es
and ins uc o s was .63, a mode a ely s ong alue. This co ela ion is signifi can ly
highe when pee -assessmen is op ional and no compulso y (among o he ac-
o s), when i is no anonymous, when pee -assessmen p o ides bo h sco es and
quali a i e commen s (no jus sco es), and when pee assesso s pa icipa e in de-
elopmen o he sco ing c i e ia.
Assessmen d i es he ac i i ies in which he s uden s pa icipa e. Because
hese ac i i ies suppo s uden s’ lea ning, ca e ul design o a combined assessmen
s a egy (including pee -assessmen ) gua an ees ha s uden s a e in ol ed in he
associa ed lea ning esou ces (Meye s and Nul y 2009).
PÉREZ-TORREGROSA / GALLEGO-ARRUFAT / CEBRIÁN-DE-LA-SERNA
24 ESTUDIOS SOBRE EDUCACIÓN / 2022
Rub ic o assessmen
The digi al ub ic p o ides he oppo uni y o o ma i e assessmen o s uden s’
o al p esen a ion, as i is an ins umen ha explains he c i e ia and expec a ions.
I also acili a es eedback p ocesses ( an Ginkel e al., 2017).
In aining e iewe s o use he ub ic, ime should be dedica ed o wa ching
he p esen a ions and hen discussing how o assess hem o each compe ence.
Such p epa a ion p omo es g ea e consis ency in indi idual sco ing among asses-
so s (Dunba e al., 2006). The ub ics can hus be a ool ha infl uences e o s o
con e con inuous assessmen in o o ma i e.
Digi al ub ics a e used o assess o al p esen a ion compe ence in nume -
ous fi elds –enginee ing, he sciences, conse a ion- es o a ion and design, among
o he s (Delgado and Fonseca-Mo a, 2010; Menéndez-Va ela and G ego i-Gi al ,
2016; Pa hak and Le Vasan, 2015). I is impo an ha s uden s p o ide eedback
in o ma ion wi h he ub ic –no jus sco es bu also commen s. In his way, ub ics
can be a ool o a icula ing eedback in o ma ion (No d um e al., 2013).
P og essi e assessmen
A single session o pee -assessmen wi h a ub ic is no enough o gene alize abou
any imp o emen in his compe ence. The e iew by Zheng e al. (2019) showed
ha mos s udies g ounded in “Ac i i y heo y” implemen only one ound o pee -
assessmen and do no ewa d assesso s ( o example, poin s in he subjec a ings
o ex a poin s). When a emp s ha e been made o in eg a e o ma i e assessmen
o lea ning wi h summa i e assessmen o lea ning, o mulas such as epe i ion o
he measu es ha e been p oposed (Hous on and Thompson, 2017).
This s udy is based on h ee main cha ac e is ics o assessmen :
– Con inui y, which gua an ees mo e objec i i y in he assessmen , since e-
pea ing assessmen s enables con as o he esul s h oughou he o ma i e
p ocess and moni o ing lea ning in o al compe ence.
– Co-pa icipa ion, which is g ounded in in ol emen o he s uden s hem-
sel es in sel -assessmen and assessmen o hei pee s using he same c i e-
ia wi h which he eache will assess hem. This p ocedu e makes s uden s
awa e o hei eal o ma i e le el, enabling hem o assume ull esponsibil-
i y o di ec ing hei own lea ning. I also inc eases he le el o eliabili y
(De G ez e al., 2009a; De G ez e al., 2012; Magin and Helmo e, 2001;
Sko hol e al., 2019).
– P og essi e assessmen , ueled by he g ades ha can be assigned, acco ding
DIGITAL RUBRIC-BASED ASSESSMENT OF ORAL PRESENTATION COMPETENCE
25
ESTUDIOS SOBRE EDUCACIÓN / 2022
o he s uden him-o he sel and p o isionally, especially o ac i i ies
whose pu pose is lea ning and assessmen . Du ing p og essi e assessmen ,
s uden s ha e he possibili y o modi ying hose g ades acco ding o he
p og ess achie ed in a nego ia ion be ween s uden and eache (Mad uga
e al., 2020).
O al p esen a ion compe ence is a goal o uni e si y educa ion and p o essional
success. I combines he impo ance o he eaching p o ession o o ali y, exp essi e
na a ion, and dialogue among pee s. In his s udy, i is impo an o esea ch o al
p esen a ion compe ence, oge he wi h p og essi e assessmen . O al compe ence
is e y impo an o any eache in any eaching mode because i is hei ool o
communica ion and dialogue o build knowledge wi h he s uden , being especially
impo an in he domain o dis ance communica ion wi h he use o echnology.
The s udy ocuses on assessing o al p esen a ion compe ence when s uden s
de end p ojec s publicly and o ally ha p omo e pa icipa ion and he use o qual-
i y echnological esou ces (digi al compe ence). S a ing om hese p emises, he
goals o his s udy a e:
Gene al goal. To unde s and he ela ionships be ween assessmen s by s u-
den s and eache s h ough expe imen a ion using di e en assessmen s a egies
( wo ypes o pa icipa ion, “op ional/compulso y”, S a egies A and B) wi h u-
b ics o encou age he lea ning o o al p esen a ion compe ence.
Specifi c goals
1. To desc ibe and compa e he ends in sco es om pee and eache as-
sessmen s du ing p og essi e assessmen o o al p esen a ion compe ence,
depending on who pe o ms he assessmen a wha ime in he lea ning
p ocess.
2. To explo e he p og essi e assessmen me hodology o o al p esen a ion
compe ence, depending on who pe o ms he assessmen (pee and each-
e ), he ime o he assessmen (ini ial, in e media e, and fi nal), and he pa -
icipa ion s a egy (A and B).
3. To de e mine he ela ionship o he gene al g ade ob ained in he subjec
o he ub ic sco e o o al p esen a ion compe ence depending on who
pe o ms he assessmen and he ime o he assessmen , especially o use
and quali y o he echnological esou ces used.
4. To e i y he alue o he di e en s a egies, pe sons, and imes o as-
sessmen o o al p esen a ion compe ence o p edic ing fi nal g ades in he
subjec .

PÉREZ-TORREGROSA / GALLEGO-ARRUFAT / CEBRIÁN-DE-LA-SERNA
26 ESTUDIOS SOBRE EDUCACIÓN / 2022
METHOD
Pa icipan s
The sample is a non-p obabili y con enience sample (Cohen e al., 2011) com-
posed o n = 99 unde g adua es om he sou h o Spain. Du ing one semes e wo
na u al g oups o subjec s in Educa ional Technology (EdTech) p epa ed o al p es-
en a ions in s able wo k eams o 4-5 membe s (wi h an occasional excep ion, mini-
mum 3 and maximum 6 membe s). The s uden s unde wen p og essi e e alua ion
(ini ial, in e media e, and fi nal) by pee s and by he eache s using a digi al ub ic.
Se ing, ools, and ub ic
The g oup (n = 52) ha was equi ed o pa icipa e in he ull assessmen p ocess
ollowed S a egy A (compulso y). The c i e ion o inclusion in he s udy was
ha ing comple ed he h ee e- ub ic applica ions (elec onic assessmen by pee s
and eache ) p og essi ely and in ull, as well as diligen ly a ending. The g oup
(n = 47) no equi ed o pe o m p og essi e assessmen s excep o he las p es-
en a ion, he sco e on which was decisi e o he g ade, ollowed S a egy B. Bo h
g oups ollowed a combined model o p ojec -based lea ning (PBL) and fl ipped
lea ning. The gene al me hodology o he subjec s consis ed mainly o an in e ed
class oom model –Flipped Class oom–, whe e he ma e ials and esou ces we e
p e iously uploaded o he in e ne wi h specifi c ac i i ies ha we e ca ied ou
du ing class ime and a he end o he class an e alua ion ub ic was applied. The e
was a single p ojec o be de eloped o he whole cou se by each eam, unde he
P ojec Based Lea ning model, which se ed as he cen al axis o he wo k o each
eam and s uden , whe e in h ee momen s he de elopmen o he wo k was p e-
sen ed in public o moni o ing and e alua ion by he eache and pee s.
The analy ic ub ic used o assess o al p esen a ion compe ence consis ed o
ou assessmen c i e ia wi h indica o s and e idence assigned di e en poin al-
ues and h ee o ou le els o achie emen (Table 1). The ub ic is a ailable on
h ps://aco a .link/ud3JX5
DIGITAL RUBRIC-BASED ASSESSMENT OF ORAL PRESENTATION COMPETENCE
27
ESTUDIOS SOBRE EDUCACIÓN / 2022
Table 1. Rub ic o assess o al p esen a ion compe ence
ASSESSMENT CRITERIA, INDICATORS AND EVIDENCE ACHIEVEMENT LEVELS
1. To p esen su fi cien , ele an , well-s uc u ed con en .
1.1. Quan i y and ele ance o in o ma ion. 1. Shi s in o a di e en opic, wi h concep ual e o s.
1.1.1. P esen s app op ia e, p ecise in o ma ion om a
schola ly pe spec i e. 2. Focuses on seconda y issues, missing some
impo an ones (mo e han 2 issues igno ed).
3. Focuses on he main issues bu o ge s 1-2 o
hem.
4. T ea s all o he mos impo an elemen s on he
opic well and comp ehensi ely.
1.2. O ganiza ion o message. 1. Diso ganized message, jumps om one opic o
ano he . Canno be ollowed.
1.2.1. P esen s an o ganized message. 2. Lacks clea o ganiza ion, is di fi cul o ollow.
3. Is o ganized bu is no e y cohe en .
4. Is clea ly, cohe en ly o ganized (no con using).
2. To con ey a message confi den ly o an audience.
2.1. Fo mal quali ies o he p esen a ion. 1. Does no manage o fi nish he p esen a ion and
does no allow ime o commen s and ques ions.
Finishes e y ea ly.
2.1.1. Adap a ion o ime and o he equi emen s o he
p esen a ion. 2. Adap s p esen a ion o he s ipula ed ime and
commen s/ques ions bu does no allow enough
ime o ques ions.
3. Adap s o he s ipula ed ime and lea es enough
ime o commen s/ques ions.
2.2. Body language and audience appo .
1. Is s i , wi h ne ous uncon olled ges u es. Does
no mo e a ound.
2.2.1. Mo es a ound in a confi den , elaxed manne . 2. Is s i bu con ols ne es. Does no mo e a ound.
3. Is some imes elaxed. Mo es a ound some.
4. Appea s elaxed and mo es a ound eely wi h
g ace and composu e.
2.3. O al exp ession. 1. Unin elligible. Volume o oice is e y low, speaks in
a mono one. Poo in ona ion.
2.3.1. Voice is always clea and has good in ona ion. 2. Is ha d o unde s and. Low olume o oice wi h
poo in ona ion and une en one.
3. Fai ly in elligible. No mal olume o oice and/o
good in ona ion.
4. Easy o unde s and. No mal olume o oice,
speaks clea ly wi h good in ona ion.
[CONTINÚA EN LA PÁGINA SIGUIENTE]
PÉREZ-TORREGROSA / GALLEGO-ARRUFAT / CEBRIÁN-DE-LA-SERNA
28 ESTUDIOS SOBRE EDUCACIÓN / 2022
ASSESSMENT CRITERIA, INDICATORS AND EVIDENCE ACHIEVEMENT LEVELS
3. To adap o he audience (gene al public o ibunal) by es ablishing fl uid in e ac ion.
3.1. Mo i a es and cap u es in e es o he audience o ibunal.1. Does no awaken in e es o encou age
pa icipa ion.
3.1.1. Encou ages in e es and pa icipa ion o he audience o
ibunal. 2. Awakens some in e es bu does no encou age
pa icipa ion.
3. Awakens some in e es and some imes
encou ages pa icipa ion.
4. Awakens in e es , encou ages pa icipa ion, and
ge s audience o pa icipa e.
3.2. Managemen and con ol o audience o ibunal. 1. Answe s shi in o wha he speake knows,
wi h dig essions. Does no know how o eac o
unexpec ed si ua ions.
3.2.1. Handling o ques ions and answe s, commen s om he
audience, and unexpec ed si ua ions. 2. Shows unce ain y in answe ing ques ions. Does
no know how o eac o unexpec ed si ua ions.
3. Answe s ques ions well bu akes a long ime.
Hesi a es and s u e s when aced wi h unexpec ed
si ua ions.
4. Answe s ques ions co ec ly and c edibly. Handles
unexpec ed si ua ions well.
4. To be able o use high-quali y echnology esou ces in eg a ed in o he message.
4.1. Deg ee o assu ance in handling esou ces. 1. Reads he whole alk om w i en no es and ha dly
makes eye con ac wi h audience.
4.1.1. Uses echnological esou ces o p esen a ions o
suppo speech and message. 2. O en eads om no es o slides and some imes
makes eye con ac wi h audience.
3. Depends on slides o anspa encies as well as
w i en no es, using he o me as a closed sc ip and
es ablishing equen con ac wi h audience.
4. Slides o anspa encies a e in eg al suppo o he
p esen a ion and complemen i .
4.2. Quali y o echnological esou ces. 1. Uses (many/ ew) slides wi h a lo o ex and
o e loaded ou lines.
4.2.1. P epa es high-quali y echnological esou ces. 2. Uses (many/ ew) slides ha a e nei he a ac i e
no clea .
3. Uses an app op ia e numbe o slides, which a e
a ac i e bu unclea and inapp op ia e.
4. Uses a good numbe o slides, which a e a ac i e,
clea , and app op ia e, as well as o he mul imedia
esou ces.
Table 1. Rub ic o assess o al p esen a ion compe ence
DIGITAL RUBRIC-BASED ASSESSMENT OF ORAL PRESENTATION COMPETENCE
29
ESTUDIOS SOBRE EDUCACIÓN / 2022
The ub ic was hus fl exible. The assessmen c i e ia we e:
C1. To p esen su fi cien , ele an , well-s uc u ed con en (he ea e
Con en ).
C2. To con ey a message confi den ly o an audience (he ea e Message).
C3. To adap o he audience (gene al public o ibunal) by es ablishing fl uid
in e ac ion (he ea e Adap ing).
C4. To be able o use high-quali y echnology esou ces in eg a ed in o he
message (he ea e Resou ces).
Design and alida ion o ub ic
To collec in o ma ion on he p ese ice eache s’ p og ess in de eloping o al p es-
en a ion compe ence, an analy ic ub ic was c ea ed on he pla o m Co ub ic.
com ha eache and s uden s access o assessmen and eedback. The ub ic was
designed and alida ed du ing he 2017-2018 academic yea by expe eache s
and esea che s in a ame p ojec on elec onic assessmen o compe ences om
eigh uni e si ies in fi e coun ies. The alida ion p ocess has been de eloped in
a p e ious s udy and he ub ic’s eliabili y was calcula ed using C onbach’s alpha
(α), he alue 0.934 (Fe nández-Medina e al., 2021). We ha e ob ained a alue o
α = 0.80 in his s udy.
Measu emen s and p ocedu e
The p ocedu e is an adap a ion o he 3P model de eloped by Biggs (2003) (Figu e
1), which s esses he p ocess o e-assessmen in p ojec -based lea ning (PBL) +
fl ipped lea ning. Following he eam-based lea ning model, he pa icipan s we e
dis ibu ed in o 29 eams o wo k on an educa ional echnology p ojec h oughou
he semes e , wi h h ee assessmen imes (ini ial, in e media e, and fi nal p oduc ).
The p ojec ep esen ed a a iable p opo ion o he o al g ade in he subjec ac-
co ding o he uni e si ies in ol ed (10% UGR and 20% UMA). A e he p esen-
a ion o he p ojec , s uden s and eache s had some ime o assess each eam using
he pla o m. In he ini ial and in e media e e alua ions, s uden s could indica e
which indica o s hey did o did no wish o include.
PÉREZ-TORREGROSA / GALLEGO-ARRUFAT / CEBRIÁN-DE-LA-SERNA
36 ESTUDIOS SOBRE EDUCACIÓN / 2022
Table 4. Coe fi cien s o he eg ession models (dependen a iable subjec
a ing), aking o al assessmen s o pee and eache assessmen s as p edic o s
(Compulso y G oup)
Ini ial B ẞp 95% CI
To al Pee -.011 -.068 .650 -.057-.036
To al Teache -.006 -.166 .270 -.017-.005
In e media e B ẞp 95% CI
To al Pee .001 .006 .967 -.050-.052
To al Teache .016 .400 .013 .004-.029
Final B ẞp 95% CI
To al Pee -.027 -.134 .271 -.075-.022
To al Teache .054 .621 <.001 .033-.075
B: Slope; ẞ: S anda dized Slope; p: C i ical le el o signifi cance; 95% CI: 95% Confi dence In e al o B.
DISCUSSION AND CONCLUSIONS
This s udy has confi med he alue o design, alida ion, and applica ion o a ub ic
o o al p esen a ion compe ence (Jönsson and Panade o, 2017; Menéndez-Va ela
and G ego i-Gi al , 2016; an Ginkel e al., 2015; an Ginkel e al., 2017). Mo e
specifi cally, he ub ic in eg a es o al and digi al compe ences, as i assesses he ca-
pabili y o using and ha ing good command o echnological esou ces ( an Ginkel
e al., 2017, p. 486), capabili ies included in he assessmen c i e ion “ o be able o
use high-quali y echnology esou ces in eg a ed in o he message” (Resou ces).
Two indica o s (4.1. and 4.2.) we e used because i is he o m o echnological
communica ion pa excellence ha suppo s o al discou se.
Because e idence o s uden s’ in ol emen , commi men , and mo i a ion is
impo an in he p ac ice o lea ning, we analyzed he impac o an inno a i e
in e en ion ha s essed con inui y, co-pa icipa ion, and p og essi e assessmen
in he acquisi ion o o al p esen a ion compe ence (De G ez e al., 2009a). The
associa ion o his po en ial in ol emen wi h bo h op ional and compulso y pa -
icipa ion in he assessmen made i a signifi can a iable in pee -assessmen . Al-
hough he esea ch on eedback in he pee -assessmen o o al p esen a ion began
as ela i ely limi ed (Topping, 1998), i has since inc eased (Li e al., 2016; Zheng
e al., 2019) bu has no been esea ched by i sel . S udies a ely s a e whe he
pa icipa ion in pee -assessmen was compulso y o op ional, al hough one could
expec his a iable o impac accep abili y and eliabili y (Topping, 1998, p. 268).

DIGITAL RUBRIC-BASED ASSESSMENT OF ORAL PRESENTATION COMPETENCE
37
ESTUDIOS SOBRE EDUCACIÓN / 2022
In ou s udy, he esul s o he o al o al p esen a ion compe ence (pee and eache
assessmen ) show signifi can di e ences in he assessmen s based on ype o pa -
icipa ion (compulso y o op ional) in he assessmen p ocess. When pa icipa ion
is compulso y (S a egy A), mean sco es a e highe (Co>Op) in all assessmen s (ini-
ial, in e media e and fi nal). The same end appea s when pa icipa ion is op ional
(S a egy B), excep only he sco e ob ained o eache on he ini ial assessmen
(Co>Op). The e o e, i seems ha he na u e o pa icipa ion, despi e being an
impo an me hodological elemen , is no a de e mining ac o in he o al sco es
o he ub ic o pee and eache assessmen .
Resea ching he e ec o applying digi al ub ics wi h epea ed measu emen s
(o en h ee measu emen s) suppo s decoupling assessmen wi h digi al ub ics
om summa i e assessmen (Hous on and Thompson, 2017). We conclude ha
he p og ession b ings successi e applica ions somewha close o o ma i e assess-
men , al hough hese assessmen s a e mo e closely connec ed when eedback is
p o ided (Mad uga e al., 2020). The ini ial, in e media e, and fi nal assessmen s
wi h eedback by pee s and eache s a e an impo an s ep in he p og ess owa d
o ma i e assessmen . In De G ez e al. (2009b) and Menéndez-Va ela and G ego-
i-Gi al (2016), achie ing he lea ning ou comes and ob aining e idence o lea n-
ing p og ess demons a e he alidi y o he in e ences d awn om he assessmen
sys em. Pee -assessmen seems su fi cien ly eliable and alid in a wide a ie y o
applica ions, al hough he li e a u e conside s sco e eliabili y a he han mo e
de ailed o ma i e assessmen .
The 3P model illus a es he infl uence o ac i e e-assessmen o o al p esen a-
ion compe ence on he lea ning ou comes, exp essed in he o m o fi nal g ades
in he Educa ional Technology subjec s in his s udy. We e i y ha he esul s
o gene al g ade in he subjec a e ela ed o he sco e on he o al p esen a ion
compe ence ub ic. When we analyze pee -assessmen , we confi m no signifi can
ela ion be ween he sco e o he ub ic and subjec a ing, bu in he eache as-
sessmen he e is. This sco e in he e- ub ic (pa icula ly a he in e media e and
fi nal momen s) is s a is ically signifi can , so con ibu es o g ade in he subjec .
Based on he assump ion o a solid ela ionship be ween o al and digi al com-
pe ence when assessing o al p esen a ion compe ence, assessmen c i e ion Re-
sou ces on he digi al ub ic ocuses on quali y o esou ces and mas e y o ech-
nology o he o al p esen a ion. Ou s udy e eals a co ela ion no p e iously
s udied in he li e a u e consul ed: he s uden s who ob ain be e sco es on use
and quali y o echnology esou ces as suppo o speech and messages ob ain
highe sco es on o al p esen a ion compe ence. This co ela ion is signifi can a
all h ee e alua ion imes in eache assessmen . I is lowe in pee -assessmen and
PÉREZ-TORREGROSA / GALLEGO-ARRUFAT / CEBRIÁN-DE-LA-SERNA
38 ESTUDIOS SOBRE EDUCACIÓN / 2022
depends on he ime o he assessmen . These fi ndings a e impo an o p ese ice
eache s’ p ac ice and will be a de e mining ac o in hei sco es on o al p esen a-
ion compe ence, since i is essen ial ha hey use high-quali y esou ces o sup-
po hei o al p esen a ion.
Ou fi ndings a e simila o he esul s o o he s udies on p ecision o pee -as-
sessmen g ades compa ed o eache assessmen g ades (De G ez e al., 2012; Li e
al., 2016; Magin and Helmo e, 2001). Wi h he inc easing use o digi al pla o ms
–e en g ea e now due o he Co id-19 pandemic– his is an impo an conce n o
bo h educa o s and esea che s. Assessmen s by s uden s using ub ics di e om
he eache s’ assessmen s, bu successi e applica ions o p og essi e assessmen
p oduce close sco es as he numbe o assessmen s pe o med wi h he digi al
ub ic inc eases. The me a-analysis by Li e al. (2016) shows ha his co ela ion
is signifi can ly g ea e when pee -assessmen is op ional ins ead o compulso y,
among o he ac o s. In ou s udy, he o al sco e o o al p esen a ion compe-
ence in ini ial assessmen o ICC shows no ag eemen on he o al sco e o o al
p esen a ion compe ence and signifi can ag eemen in he in e media e and fi nal
assessmen . I is wo h s essing ha c i e ion Resou ces, which combines e idence
om he ub ic on quali y and use o echnological esou ces, shows signifi can
ag eemen be ween pee and eache assessmen s a ing wi h he fi s assessmen
(ini ial assessmen ). In conclusion, his s udy ob ains signifi can in e ac ion e ec s
be ween assesso s o all assessmen s, indica ing ha changes in assessmen a di -
e en momen s in ime depend on he assesso .
Finally, we encoun e some challenges in assessing o al p esen a ion compe-
ence, such as challenges associa ed wi h pe o ming his ask in an in-pe son s.
online en i onmen . On he one hand, c i e ia Message and Adap ing me i di -
e en ia ed analysis as a whole and in each o hese en i onmen s. On he o he , i
is necessa y o explo e o mulas o imp o e pa icipa ion in assessmen in blended
lea ning en i onmen s wi h combina ions o i ual and in-pe son o al p esen a-
ion. Fu u e s udies mus u he de elop assessmen o imp o emen in he qual-
i y o he p ojec s as a whole (no only o he o al p esen a ion bu o he p ojec ),
unde sco ing he need o combine o al and digi al compe ence h ough eedback,
p omo ing assessmen o he p ojec s o imp o e lea ning. I is impo an o
s akeholde s in highe educa ion o ecognize he need o gi e s uden s a oice
in imp o ing compe encies ha a e especially use ul o employmen (Campbell
e al., 2001; Rome o-Ga cía e al., 2020). The s udy confi ms an e ec i e me h-
odology, wi h a pla o m and me hodology ha allows eache s o e alua e he
impac o hei digi al ub ics as mo e fl exible, mo e obse able and ins an aneous,
hus acili a ing be e decision making acco dingly han o he s udies p esen ed.
DIGITAL RUBRIC-BASED ASSESSMENT OF ORAL PRESENTATION COMPETENCE
39
ESTUDIOS SOBRE EDUCACIÓN / 2022
Howe e , i emains o ex end he s udy in he u u e compa ed o con ol g oups
whe e he ub ic me hodology is no used.
Fecha de ecepción del o iginal: 8 de ma zo 2022
Fecha de acep ación de la e sión defi ni i a: 25 de mayo 2022
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