Graduality Rubric 4-8: A tool for assessing multivalent thinking in early childhood

• Autores: Viladevall, Queralt, Alsina, Ángel, Ferrer Comalat, Joan Carles
• Formato: artículo
• Fecha de Publicación: 2026
• Institución: Universidad Católica San Pablo
• Repositorio: Revistas - Universidad Católica San Pablo
• Lenguaje: español
• OAI Identifier: oai:revistas.ucsp.edu.pe:article/1812
• Enlace del recurso: https://revistas.ucsp.edu.pe/index.php/emomentum/article/view/1812
• Nivel de acceso: acceso abierto
• Materia: pensamiento multivalente; gradualidad; rúbrica; educación infantil; educación primaria; Fuzzy Delphi; multivalent thinking; graduality; rubric; early childhood education; primary education

This article presents the design and validation of the Graduality Rubric 4-8, an instrument intended to assess early manifestations of multivalent thinking in children aged four to eight years. The rubric evaluates acceptance of degrees of truth and membership, as well as the verbal justification of intermediate states in properties and classifications. Using the Fuzzy Delphi method, four experts in logic and reasoning reached consensus on the initial items and performance descriptors. Subsequently, three experts in Mathematics Education reviewed the tasks and proposed linguistic, visual, and formal adjustments to ensure age appropriateness. The final instrument is structured into two blocks: A (diagnostic), aimed at ensuring prior linguistic, perceptual, and conceptual comprehension; and B (essential), focused on assessing recognition of extremes and the justification of intermediate degrees. The paper concludes that the final version of the rubric is a useful tool for both the scientific and educational communities.