Formative assessment and Final Degree Projects in Physical Education Pre-service Teacher Education.

Abstract

The aim of this research is to investigate the processes of formative and shared assessment (F&SA) in the development-tutoring and defence-evaluation of the Final Year Projects (FYP) of the Physical Education Teacher Education. A case study was carried out with 20 participants (12 professors and 8 students), applying four data collection techniques (in-depth interviews, focus group, group interview and seminar proceedings). The results show that it is possible to carry out F&SA processes during the development and final evaluation of the FYP. The main results are: (a) rubrics are not usually used as an instrument for feedback, self-regulation and self-assessment; (b) during the COVID-19 confinement, rubrics were used to provide formative feedback and to justify the online grading of the TFG; (c) teachers and students prefer the defence of the FYP to be face-to-face, due to the advantages in terms of the feedback they obtain. Lessons learned are provided on how to carry out F&SA processes during the tutoring-development and evaluation-defence of the dissertation using the rubrics as a formative, feedback and feedforward element. These results represent an advance in the learning processes using F&SA and feedback in a very understudied subject, the FYP.