Effectiveness of rubrics as a metacognitive tool through the subject My Digital World

Abstract

The development of metacognitive competencies in primary education is both a challenge and a necessity to ensure meaningful and autonomous learning. In this context, rubrics function as pedagogical tools that guide students' reflection and self-regulation in the subject My Digital World. This article aims to evaluate, in the aforementioned subject, the effectiveness of rubrics as a didactic tool to improve the metacognitive competencies of students at the Amado Estévez Bou institution, located in the municipality of Bayamo. The research was conducted using a mixed approach, primarily qualitative, and included a didactic intervention involving computational tasks accompanied by self- and peer-assessment rubrics. The results showed significant progress in students' self-regulation, planning, and critical reflection skills. These findings confirmed that rubrics, when integrated systematically and reflectively, served as tools that fostered cognitive self-regulation and intellectual autonomy, especially in technological environments. This study provided empirical evidence and theoretical foundations supporting the importance of including rubrics in primary education, not only as assessment tools but as pedagogical resources that promote critical thinking, self-regulation, and the comprehensive development of students. It was also recommended to expand their use to other curricular areas and to strengthen teacher training in formative assessment to promote more inclusive and transformative educational practices.