Progressive electronic self-assessment to promote reflective processes of future teachers

This paper presents an empiric study on reflective processes in preservice teachers assessed by the progressive use of electronic self-assessment during the practicum in initial training. We used an electronic rubric (e-rubric) to analyse the evolution of the reflection, which was designed in the CoRubric application <https://corubric.com>, whose characteristics (annotations, observations and comments) can contribute to the improvement of the reflections. We analysed 240 applications of the e-rubric for self-assessment of reflective diaries in the Elementary and Primary Education degrees. The aim is to analyse the evolution and improvement of preservice teachers' diaries and, as a result, to contribute to a formative evaluation that will help to create awareness of the reflective skills acquired during their practicum. The results show statistically significant increase in the e-rubric indicators for most students from the first to the last self-assessment. There are advances, but also, it shows that the preservice teachers need to improve their reflective skills. We conclude that self-assessmentwith electronic rubrics helps preservice teachers to reflect on the acquired practical knowledge, contributing to integrate and improve the reflective processes during the practicum.