Abstract:

The creation of the European Higher Education Area (EHEA) and the introduction of new university degrees has promoted a new conceptualization and adaptation of the teaching methodology and the consequent and inevitable diversification of the assessment methods. Especially due to the introduction of continuous evaluation, many activities that had no direct influence on the final grade before, contribute now to a greater or lesser extent, to the final grade. This set of information obtained during the course offers often great differences between them and other qualifications. Some differences are fully justified and other less justifiable. The main aim is comparing and analyzing results of different evaluation acts obtained by students in the course Physics Foundations for Computer Science throughout the course. Linear fitting of academic data (tests, partial and laboratory exams) have been compared with access mark and previous studies at high school, traditionally identified as determinants for later academic performance; to do it, a Results Deviation Parameter (PDR) and a Previous Studies Parameter (PEP) have been defined. The analysis, even though it confirms a significant deviation from the expected ideal /linear result, offers results fairly coherent as well as the pattern of these results and previous academic studies of students.

Keywords:

Assessment, coherence, incoming mark, previous studies.