Abstract

Introduction: educational assessment is performed during the learning process in order to redirect learning and renew the task of teachers. This is the case of nursing students in the context of hospital learning. Clinical teachers must have training, experience, as well as valid and reliable tools to check progress, recognize difficulties or barriers, and propose activities to overcome them in such a way that the student can achieve the expected results and successfully pass the tests. Purpose: to assess the degree of external reliability of a rubric to check the learning acquisition achieved by a student after an educational assessment in an in-hospital clinical internship. Methods: A quantitative investigation to assess external reliability by means of the intraclass correlation coefficient and the temporal stability coefficient using the test-retest method. Two applications of the rubric were carried out, in the middle of the period as an educational assessment and at the end as a summative evaluation. Results: the test-retest method showed statistically significant differences in the scores at the middle and at the end of the study, that were demonstrated with the Student’s t test. The rubric allowed the difference in learning among students to be evaluated after an educational assessment. Conclusion: an effective feedback delivered by teachers in the educational assessment in a clinical learning environment is shown to result in learning acquisition. A valid and reliable rubric is a good tool to predict learning.