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

Abstract

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.