Pedagogical rubrics: an instrument of continuous assessment in the teaching of Physics

• Autor(a) principal: Lucchese, Márcia Maria
• Data de Publicação: 2023
• Outros Autores: Britto Corrêa de Oliveira, Marilia, Salomão de Freitas, Diana Paula
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/91707
• topic: Avaliação; Rubricas Pedagógicas; Ensino-aprendizagem; Energia; Evaluation; Pedagogical Rubrics; Teaching-learning; Energy

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.