A rubric as a tool for summative and formative evaluation in Laboratory Animals Technologist degree at the University of Buenos Aires (Argentina)

• Published in: Laboratory animals (London) 2023-04, Vol.57 (2), p.182-191
• Main Authors: Cicale, Eliana M, Casanova, Verónica, Caturini, Eduardo, Retamal, Marianela Ceol, Greco, María C, Gimenez, Sofía, Gulin, Julián E
• Format: Article
• Language: English
• Subjects: Animals; Animals, Laboratory; Argentina
• ISSN: 0023-6772; 1758-1117
• DOI: 10.1177/00236772221124383

Laboratory Animals Technologist degree (Técnico Universitario en Gestión Integral de Bioterios) was created in 1989. It is offered jointly by the Faculty of Veterinary Sciences and the Faculty of Pharmacy and Biochemistry at the University of Buenos Aires. The complete programme is organized into 15 courses, including basic and applied sciences, along with specific courses (Técnicas de Bioterio I to V) with a solid practice content that students must achieve. An additional challenge occurs when practices consist of animal handling and procedures, which can be stressful for students and animals. Since traditional evaluation methods may not be the best way to determine the acquisition of knowledge and practical performance, an evaluation rubric is proposed to assess the practices carried out by students. The aspects and criteria to be examined were previously known of by students and teachers. The evaluation levels include: ‘Daily report and record-keeping’, ‘Food and water supply’, ‘Cleaning and disinfection of areas, Standardized Operational Procedures and routines fulfilment’, ‘Personnel and supplies circulation’, ‘Use of personal protection equipment and physical care’, ‘Fulfilment of tasks in established times’, ‘Animals procedures and organization of needed materials’, ‘Animal care’ and ‘Teamwork camaraderie and organization’. The proposed tool was implemented with good results to achieve the academic objectives while augmenting the confidence for practical expertise, minimizing doubts and uncertainties related to traditional evaluation methods, and providing students with an environment that favours knowledge acquisition and practical skills, establishing standard criteria among the teaching staff, and reducing and refining the use of animals for educational purposes.