Introduction:

Evaluating performance in a competency-based education model requires the clarification of the evaluation criteria, as a guide to improving the formative process. In this sense, in the state of the art the rubric is identified as an evaluation instrument that allows a more objective and transparent process, which facilitates the evaluation of competencies and from the perspective of students, improves their performance.

Objective:

To analyze the impact on the assessments that students give to the use of a rubric to evaluate presentations of clinical cases.

Method:

A study of mixed approach was conducted through the application of a questionnaire with closed and open-ended questions, aimed to students of the second semester of dentistry, with comparisons by shift and gender.

Results:

The students positively appreciated the use of the rubric in their learning (most of the morning shift: 62.5% and female gender: 62%); in their evaluation (mainly of the morning shift: 63.8% and without significant difference between the female gender: 56.3% and male: 55.3%); and in the accomplishment of the task (mostly of the morning shift: 63.8% and female gender: 62%). Likewise, the majority of the students of both shifts highlighted as beneficial that the rubric provided transparency in the evaluation, since it allowed it to be more objective and helped to understand the qualities that the work should have.

Conclusions:

The evaluation through the rubric clarifies the evaluation criteria, and according to the opinion of the students, it guides the quality in their performance. Given that the professional training of the dentist requires to a large extent the demonstration of practical skills, it is important to use the rubric in the evaluation since it promotes the improvement of performance and promotes self-assessment and self-regulation.