@article{Pascual-Arias_López-Pastor_Hortigüela-Alcalá_2023, title={Longitudinal Study on the Effects of Formative and Shared Assessment on Pre-Service Teacher Education}, volume={18}, url={https://ccd.ucam.edu/index.php/revista/article/view/1904}, DOI={10.12800/ccd.v18i55.1904}, abstractNote={<p>This study presents the research outcomes of a Formative and Shared Assessment experience in future Early<br />Childhood Education teachers over two consecutive academic years, paying special attention to the assessment<br />system’s advantages and disadvantages, student’s academic performance and teacher and student workload.<br />It was a developmental longitudinal ex-post-facto study conducted in one cohort of pre-service teacher education<br />(PSTE), applied to two consecutive courses of the Early Childhood Education Degree related to Physical Education.<br />The data collection instruments were an anonymous student questionnaire, validated by Castejón-Oliva et al.<br />(2015) and the best practices reports proposed by the Formative and Shared Assessment Network, filled in by the<br />course teachers. The results revealed that students found more advantages than disadvantages in the assessment<br />system in both courses. Besides, academic performance was observed to be very positive, and it was higher in the<br />second course, compared to the first one. Furthermore, there was a high correlation between workload and academic performance in both courses.</p>}, number={55}, journal={Cultura, Ciencia y Deporte}, author={Pascual-Arias, Cristina and López-Pastor, Víctor M. and Hortigüela-Alcalá, David}, year={2023}, month={mar.} }