TY - JOUR AU - Pascual-Arias, Cristina AU - López-Pastor, Víctor M. AU - Hortigüela-Alcalá, David PY - 2023/03/01 Y2 - 2024/03/28 TI - Longitudinal Study on the Effects of Formative and Shared Assessment on Pre-Service Teacher Education JF - Cultura, Ciencia y Deporte JA - CCD VL - 18 IS - 55 SE - Artículos / Articles DO - 10.12800/ccd.v18i55.1904 UR - https://ccd.ucam.edu/index.php/revista/article/view/1904 SP - AB - <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> ER -