Competency based evaluation in massive open online courses by the use of rubric

The development of information technology and its use in education contextualizes the emergence of Massive Open Online Courses characterized by the absence of prerequisites for admission and unlimited number of students. One of the problems faced in these courses is the high dropout rate of students due to lack of engagement. In addition, there is difficulty in assessing learning and ensuring that the skills expected from the course are developed. This research aims to formulate guidelines for the development of content in MOOCs with the use of competency evaluation rubrics. The methodology is a systematic review based on bibliographic research and content analysis on the educational practices and strategies used in higher education and Massive Open Online Courses. The partial results show that the evaluation is able to motivate student engagement and that large MOOC providers such as Coursera and edX have invested in automatic technologies for this purpose. However, these technologies do not evaluate students from skills. Therefore, they are not enough to replace the competency-based training assessment that the teacher is able to provide by the use of rubrics.