Pedagogical rubrics: an instrument of continuous assessment in the teaching of Physics
This paper discusses the importance of formative and continuous assessment in the teaching-learning process in high school Physics classes, presenting pedagogical rubrics as instruments that, based on objectives, criteria and categories, make it possible to highlight what the teacher expects from st...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Catarina (UFSC) |
| Repositorio: | Caderno Brasileiro de Ensino de Física (Online) |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:periodicos.ufsc.br:article/91707 |
| Acceso en línea: | https://periodicos.ufsc.br/index.php/fisica/article/view/91707 |
| Access Level: | acceso abierto |
| Palabra clave: | Avaliação Rubricas Pedagógicas Ensino-aprendizagem Energia Evaluation Pedagogical Rubrics Teaching-learning Energy |
| Sumario: | This paper discusses the importance of formative and continuous assessment in the teaching-learning process in high school Physics classes, presenting pedagogical rubrics as instruments that, based on objectives, criteria and categories, make it possible to highlight what the teacher expects from students , in addition to identifying their learning on content or tasks and promoting self-assessment. The pedagogical rubrics were built and implemented in a 3rd year high school class, in Physics classes, based on a sequence of activities developed for a significant critical learning that sought to teach about energy and its transformations. The research of these activities followed a qualitative approach and the assessment instruments were the pedagogical rubrics, developed by the teacher-researcher. The analyzes by analytical pedagogical rubrics showed that new knowledge acquired new meanings for students and previous knowledge acquired greater cognitive stability, that is, the activities were important to re-elaborate the sub-subsectors, to differentiate and integrate them, as proposed by the theory of critical significant learning. |
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