Methods and techniques of evaluating in teaching Physics

Abstract

The study of physics in school plays an essential role in shaping the new generation. It enables students to understand the fundamental principles of nature, contributing to the development of critical thinking and the ability to analyze the phenomena around them. To ensure an effective educational process and high academic performance, it is crucial to regularly assess the level of understanding of the material, identify knowledge gaps, and adjust teaching methods accordingly. Assessment in physics education is a complex process, vital for improving learning, involving the collection and analysis of data on students’ knowledge, skills, and attitudes, as well as providing constructive feedback. This paper analyzes assessment methods and techniques, divided into three main types: initial, formative, and summative. Traditional methods, such as written tests (with objective and subjective items), oral assessments, and laboratory experiments, are presented alongside alternative methods, including portfolios, projects, and peer assessment. Formative techniques are detailed, including oral questioning (e.g., explaining the variation of boiling points), ad-hoc tests (e.g., thermal expansion), and reciprocal evaluation (e.g., analyzing the principle of energy conservation), highlighting their advantages: fostering critical thinking, communication, and responsibility. The study emphasizes the role of these methods in adapting teaching strategies and monitoring student progress, providing continuous feedback. Thus, assessment not only measures performance but also optimizes the educational process, positively influencing both teachers and students.