Traditional and alternative evaluation in teaching: a comparative study
DOI:
https://doi.org/10.5433/1679-0383.2005v26n1p27Keywords:
Evaluation, High school, Teaching of physics.Abstract
Considering the hypothesis that when inserting alternative evaluations that motivate attitudes, procedures and conceptual analysis is also a form of promoting a better evaluation in conventional tests, this work shows a study in which a statistical correlation is observed in the students’ performance in conventional and alternative evaluations, corroborating the initial hypothesis. Variance and clusters analyses were also made. The results show that the alternative methods of evaluation are homogeneous and stable, when compared with traditional methods.
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