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GPAREDE – A automated evaluation system for web

L. A. C. da Costa, M. A. L. Silveira, G. J. Creus, S. R. K. Franco

CEMACOM (Center of Applied and Computational Mechanics) / Department of Education / UFRGS (Federal University of Rio Grande do Sul)

I – INTRODUCTION

Learning assessment is one of the most polemic aspects of the teaching/learning process. This work is the result of the collaboration of a professor and students of Civil and Electrical Engineering with a professor of Education. The objective is to reduce the traumatic characteristics of evaluation exams, and to increase their formative results.

In this paper we present GPAREDE, an evaluation and grading system managed through the web, that may be used together with traditional or on-line courses. It can be used for grading as well as for self-evaluation.

In Section II we present a theoretical framework based on constructivist principles and the ideas of constructivism specialized to the design of evaluation and grading tools. In Section III the system under implementation is shortly described.

II. THEORETICAL FRAMEWORK

One of the first workers in constructivist theory was Jean Piaget, who developed a subject called genetic epistemology that describes the different cognitive stages through which a child passes while building up a model of the world1,2. This theory is very general and has, besides its pedagogical applications, biologic and psychological interfaces. In setting the present theoretical framework, we will focus on learning evaluation and its relations with the improvement of the teacher/student interaction , using constructivist principles.

A. Active Participation of the student

As we look into the history of epistemology, we can notice several positions and practices: empirism, apriorism and constructivism 3. According to empirism, learning is mainly knowledge transmission, and the student a passive receptor. The teacher has the power that knowledge warrants. The essence of science lies in collecting ‘objective’ data which speak for themselves. In the aprioristic approach the emphasis is on the students, that, by their a priori knowledge , drive the learning activities.

“Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education”

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Franco, S., & Silveira, M., & Costa, L., & Creus, G. (2002, June), Gpa An Automated Evaluation System For Web Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--11082