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

Abstract

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.

The importance of methodological detail and conceptual context when presenting laboratory animal science education tools

“…Only students failing the continuous evaluation were examined in a final exam, suggesting that for the remaining students the formative replaced a summative assessment. However, for four of the 16 courses, this corresponds to around 50% of the students (Figure 2 of Cicale et al 1 ). What do the authors think explains why so many students failed the continuous evaluation in TBII-2016 (3/5 students), TBI-2017 (7/15 students), TBIII-2017 (5/7 students) and TBIV-2017 (3/7 students)?…”

“…However, for four of the 16 courses, this corresponds to around 50% of the students (Figure 2 of Cicale et al. 1 ). What do the authors think explains why so many students failed the continuous evaluation in TBII-2016 (3/5 students), TBI-2017 (7/15 students), TBIII-2017 (5/7 students) and TBIV-2017 (3/7 students)?…”

“…Here, we reflect on how to present work on laboratory animal science education, inspired by a paper in this forthcoming issue. 1 Balancing practical applicability and scholarly context is important in laboratory animal science, given the interdisciplinary nature of the field and its strong connection to practice. However, rather than seeing a conflict between practice and theory, we advocate for a combination of educational science and practical experience.…”

“…In their paper, Cicale et al. 1 present their education tool in detail, but with little information about its implementation. Similarly, the rationale for developing the tool is presented in its local context but not in the context of educational science.…”

Education in laboratory animal science and the 3Rs

“…The authors give their account of their main achievements and challenges, with lessons learned, to enable other resource constrained countries across the world to implement similar initiatives. Crossing the Atlantic, Eliana Cicale 12 introduces us to the only university degree for animal technologists in Latin America, delivered in Buenos Aires, Argentina, and their continuous evaluation approach for assessing proficiency in practical skills on a range of central activities in an animal facility.…”