| Resumo: | The assessment of mathematical problem solving is carried out on a regular basis in the Primary Education classroom. However, few works describe how teachers evaluate. Despite this, there is a wide range of tools that can be used to promote self-regulation of learning in general, such as checklists or evaluation rubrics. For this reason, in the present work we propose to explore the competence of future Primary Education teachers in the design of rubrics for the evaluation of mathematical problems. For this, a qualitative study was carried out of the 133 criteria and 531 levels that 32 students of the Degree of Primary Education of the University of Extremadura have created to evaluate the mathematical problems of children in the 5th year of Primary Education. The results suggest that about 80% of future Primary Education teachers consider that the rubric should consist of 4 or more criteria. It is also observed that they use an appropriate and understandable language for Primary students. However, further training of teachers in this regard is necessary to resolve some difficulties related to the proper operationalization of the levels and the drafting of them to prevent them from partially evaluating the criteria to which they refer, especially in relation to understanding the problem and analysing the solution.
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