摘要：The steps to design a university course based in rubrics were developed at this paper. It tackles some relevant aspects as design of activities for mapping basic capabilities to professional performance, and gradual incorporation to psychology. The conjoint development of rubrics between students and teachers, their pilot use and adjustment was also explored. We pose the power of rubrics to promote learning, self-evaluation, co-evaluation, and to foster self-regulation and increasing responsibility. Also it was remarked the relevance to use another supplementary assessment instruments. Finally the necessary cultural change in teachers and students, and transformation of educational practice were emphasized
