Abstract:

During the 1980s, capitalist globalization and increased competitiveness created the need to seek competitive human resources, capable of developing skills and putting their knowledge into practice in solving problems; situation that has caused various changes in educational policies, specifically, in the teaching-learning process at different educational levels, starting from the basic level to the higher level.

The restructuring of the educational reforms resulted in the creation and implementation of the educational model of teaching and evaluation by competencies, extending in different countries. In the 90s, works about vocational and competency education began in Mexico, extending in this way in Latin America. The conception of this educational reform took place in Brazil in 1996, especially from law 9394/1996.

This model emphasizes two important items within the educational process, which are teacher and student; as well as the implementation of techniques and instruments to achieve the training and evaluation of students. This model has not been implemented at the university level in most subjects, for example, within the area of science, Physics, a subject considered difficult.

In this paper, we present results of the implementation of a pilot test, of a proposal for a rubric of evaluation by competences for students who are in their third academic year of the Degree in Physics, in the discipline of Methodology of Physical Education, in the Pontifical Catholic University of Minas Gerais (PUC-MG), Coração Eucaristico campus, located in Belo Horizonte Brazil. In this first stage, we have designed the rubric for one of the activities of the subject.

With this work we show that the rubrics can be a useful, reliable and objective instrument for the evaluation by competences, benefiting both the teacher and the student. Likewise, we present a comparative analysis of the results of two study groups, an experimental group that developed the activity and that was evaluated with the rubric and a control group that developed the same activity but was evaluated without the rubric. Finally, we present the opinion of the students and the professors responsible for the subject.

Keywords:

Evaluation by competences, rubric, educational process, Physics.