Abstract:

Assessment is one of the crucial parts of the teaching-learning process. Considering the constructivist perspective, some types of assessment should place the student at the center of the assessment process. For this reason, the objective of this work is to develop a procedure that allows evaluating a scientific paper in which students evaluate and are evaluated. In order to do this, the writing, presentation, and oral defense of a scientific article are considered. The procedure consists of several steps and different actions by the students and the teacher. The method begins when each student group submits a scientific article on Applied Physics. Then, the work of each team is reviewed by the teacher and another team that plays the role of an examining committee or jury. Subsequently, paper presentations are held in several sessions. The presentations include an oral defense of the article and the assessment of the different actors involved in the evaluative activity. In this sense, the examining committee evaluates the article, the oral presentation, and the answers to the questions on the presentation. In addition, the teacher evaluates both the students presenting and the evaluators. On the other hand, teams evaluate themselves considering the contribution of each team member to the work carried out. Each of the participants completes an Excel template grading their work as presenters and as evaluators. All quantitative contributions are transferred to a general Excel spreadsheet with a correction factor. This factor corrects any anomalies that arise during the evaluation. The procedure has been applied in the degree of Pharmacy in the subject of Applied Physics. The results of the procedure indicate a constructivist character of the evaluative process that is compatible with the principles of learning. In addition, evaluation is carried out in a democratic environment that does not contradict the teacher's direction in the activity. Furthermore, different types of competences can be evaluated, and indications of significant learning are obtained.

Keywords:

Assessment, constructivist, meaningful learning.