Assessment in physics during the first year of Engineering at the National University of Río Cuarto

Abstract

In the first year of engineering courses at the National University of Río Cuarto, topics related to Classical Mechanics are covered in the subjects Introduction to Physics (first semester) and Physics (second semester). One of the recurring problems faced by the course is the high level of failure and dropout. Although the causes of this situation are diverse, academic ones are a prevalent factor. The entry activities for the Engineering degree at the National University of Río Cuarto aim to develop content related to Newtonian Mechanics, which allows establishing a minimum level of knowledge to begin taking the subject Introduction to Physics. With the experience accumulated in the activities for beginning university life, it was proven that the evaluations on this subject constitute a very important diagnostic tool that reveals an academically vulnerable population. The early detection of these groups would lead to proposing alternatives that surpass the traditional evaluation used in the area of Physics, focused only on the accreditation of content through partial exams. The development of alternative assessments to evaluate the acquisition of skills and/or competencies specific to the subject is an innovation in the area of Physics. This allows for feedback regarding daily practices in the classroom and is strongly linked to the process of knowledge construction, rather than simple monitoring and accreditation through partial exams, as an equivalence for the completion of learning and appropriation of Physics models by students.