Assessment Practices in Physics courses of Engineering Programs - students’ feedbacks
The present study aims to discuss different assessment practices developed in two Physics course groups of Engineering Programs in a community university placed in Rio Grande do Sul State from students’ perspective. Theoretical and methodological support is based on studies about assessment practice...
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Asociación de Profesores de Física de la Argentina
2021
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35271 |
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I10-R316-article-352712023-09-12T17:01:49Z Assessment Practices in Physics courses of Engineering Programs - students’ feedbacks Práticas de Avaliação em Física em cursos de Engenharia: feedbacks estudantis Marchi Gonzatti, Sônia Elisa Spessatto De Maman, Andréia Neide, Italo Gabriel Assessment Physics teaching Higher education Rubrics Avaliação Ensino de Física Educação superior Rubrica The present study aims to discuss different assessment practices developed in two Physics course groups of Engineering Programs in a community university placed in Rio Grande do Sul State from students’ perspective. Theoretical and methodological support is based on studies about assessment practices that focus on evaluating for learning and studies by rubrics. Data collection included feedbacks taken during the class and the application of an online questionnaire which was answered by 23 students from two Physics course groups. Online tests, virtual experiments, feedbacks using rubrics or other means, and Just-in-Time quizzes are the evaluative practices in which students recognize greater relevance for self-regulation of learning. Another relevant result is that the variety of strategies and explanation of evaluation criteria make the evaluation process more transparent. In general, it is detected that students accept new assessment strategies very well and feel comfortable to discuss and participate in such teaching experiments regarding assess ment. O objetivo deste trabalho é discutir diferentes práticas de avaliação desenvolvidas em duas disciplinas de Física de cursos de Engenharia de uma universidade comunitária situada no Rio Grande do Sul, sob a perspectiva dos estudantes envolvidos. Os pressupostos teórico metodológicos de referência envolvem estudos sobre práticas avaliativas com ênfase em avaliar para as aprendizagens e estudossobre rubricas. A recolha de dados incluiu feedbacks durante as aulas e a aplicação de um questionário on-line, respondido por 23 estudantes de duas turmas de Física. Provas online, experimentos virtuais, feedbacks por rubricas ou outros meios e quizzes just in time são as práticas avaliativas nas quais os estudantes percebem maior relevância para a autorregulação da aprendizagem. Outro resultado assinalado é que a variedade de estratégias e a explicitação dos critérios avaliativos torna o processo de avaliação mais transparente. Em termos gerais, percebe-que os alunos acolhem muito bem novas estratégias de avaliação, manifestando abertura para discutirem e participarem dessas experimentações docentes no campo da avaliação. Asociación de Profesores de Física de la Argentina 2021-11-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35271 10.55767/2451.6007.v33.n2.35271 Journal of Physics Teaching; Vol. 33 No. 2 (2021): July - December; 317-324 Revista de Enseñanza de la Física; Vol. 33 Núm. 2 (2021): Julio - Diciembre; 317-324 Revista de Enseñanza de la Física; v. 33 n. 2 (2021): Julho - Dezembro; 317-324 2250-6101 0326-7091 por https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35271/35410 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35271/35411 Derechos de autor 2021 Sônia Elisa Marchi Gonzatti, Andréia Spessatto De Maman, Italo Gabriel Neide http://creativecommons.org/licenses/by-nc-nd/4.0 |
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Universidad Nacional de Córdoba |
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I-10 |
| repository_str |
R-316 |
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Revista de Enseñanza de la Física |
| language |
Portugués |
| format |
Artículo revista |
| topic |
Assessment Physics teaching Higher education Rubrics Avaliação Ensino de Física Educação superior Rubrica |
| spellingShingle |
Assessment Physics teaching Higher education Rubrics Avaliação Ensino de Física Educação superior Rubrica Marchi Gonzatti, Sônia Elisa Spessatto De Maman, Andréia Neide, Italo Gabriel Assessment Practices in Physics courses of Engineering Programs - students’ feedbacks |
| topic_facet |
Assessment Physics teaching Higher education Rubrics Avaliação Ensino de Física Educação superior Rubrica |
| author |
Marchi Gonzatti, Sônia Elisa Spessatto De Maman, Andréia Neide, Italo Gabriel |
| author_facet |
Marchi Gonzatti, Sônia Elisa Spessatto De Maman, Andréia Neide, Italo Gabriel |
| author_sort |
Marchi Gonzatti, Sônia Elisa |
| title |
Assessment Practices in Physics courses of Engineering Programs - students’ feedbacks |
| title_short |
Assessment Practices in Physics courses of Engineering Programs - students’ feedbacks |
| title_full |
Assessment Practices in Physics courses of Engineering Programs - students’ feedbacks |
| title_fullStr |
Assessment Practices in Physics courses of Engineering Programs - students’ feedbacks |
| title_full_unstemmed |
Assessment Practices in Physics courses of Engineering Programs - students’ feedbacks |
| title_sort |
assessment practices in physics courses of engineering programs - students’ feedbacks |
| description |
The present study aims to discuss different assessment practices developed in two Physics course groups of Engineering Programs in a community university placed in Rio Grande do Sul State from students’ perspective. Theoretical and methodological support is based on studies about assessment practices that focus on evaluating for learning and studies by rubrics. Data collection included feedbacks taken during the class and the application of an online questionnaire which was answered by 23 students from two Physics course groups. Online tests, virtual experiments, feedbacks using rubrics or other means, and Just-in-Time quizzes are the evaluative practices in which students recognize greater relevance for self-regulation of learning. Another relevant result is that the variety of strategies and explanation of evaluation criteria make the evaluation process more transparent. In general, it is detected that students accept new assessment strategies very well and feel comfortable to discuss and participate in such teaching experiments regarding assess ment. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2021 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35271 |
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