Formative and Shared Assessment and Final Degree Projects in Physical Education Pre-service Teacher Education

Resumen

The aim of this research is to analyse the processes of formative and shared-assessment (F&SA) in the development-tutoring and defence-evaluation of the Final Year Projects (FYP) in Physical Education Teacher Education. A case study was carried out with 20 participants (12 lecturers 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 FYP; (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 FYP 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.