Portafolio digital, evaluación y música: construyendo una rúbrica para el futuro profesorado de secundaria

The digital portfolio, as a tool for the evaluation of teaching-learning processes, is gaining more and more strength in the different fields and educational stages and, among these, in the music education field. This article presents, on the one hand, the construction process of a rubric for the evaluation of the digital portfolio in the initial training of secondary school music teachers. This rubric is conceived, designed, and agreed within a mixed work group between secondary school teachers and university teachers, which met for 6 hours divided into different sessions. Therefore, the creation process and the key categories of the content that emerged in the work group are exposed to explain the complex mechanism it responds to. On the other hand, the rubric itself is presented, which is designed with a transversal and competence approach, and which considers and differentiates between: a) the evidence related to the learning processes; b) the content of the rubric; and c) the format. In accordance with previous literature, this rubric establishes the main points of interest of the digital portfolio, such as promoting reflection on one’s own learning, the acquisition of professional skills, as well as being a useful tool for subsequent teaching praxis. It is valued as a useful rubric beyond the subject of music as well as for other training contexts.