Coherence of the assessment in the subject Physics Foundations on Computer Science

Abstract

The creation of the European Higher Education Area (EHEA) and the introduction of new university degrees have 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 of this paper is comparing and analyzing results of different evaluation acts obtained by students in the subject Physics Foundations on Computer Science. Our sample includes 170 of 512 enrolled students (37%). Linear fitting of academic data (tests, midterm and laboratory exams) have been compared with admission mark and previous studies at high school, traditionally identified as determinants for later academic performance. Two ad hoc parameters have been defined: the Results Deviation Parameter (RDP) and the Previous Studies Parameter (PSP). 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.