Cultura, Ciencia y Deporte 2023-03-01T11:03:25+01:00 Cultura, Ciencia y Deporte Open Journal Systems Revista Científica Cultura, Ciencia y Deporte Academic Performance and Competence Perception in Physical Education Final Year Projects 2022-09-01T14:02:37+02:00 Esther Magaña Salamanca Víctor Manuel López Pastor Juan Carlos Manrique Arribas <p>The present study aims to examine to what extent the global academic performance achieved in the Degree/<br />Master’s Degree determines the level of competencies acquired through the final year project (TFG for Degrees<br />and TFM for Master’s Degrees) in Physical Education preservice teacher education (PSTE-PE).<br />The study was conducted based on the replies to a questionnaire that was built ad-hoc on the basis of studies<br />regarding competency perception scales. The sample consisted of 325 participants from 34 Spanish universities:<br />186 students and 139 graduates. In this study, a comparative correlational design was used, where one variable referred to the perception of (cross-curricular, general teaching and PE-specific teaching) competencies acquired by PSTE-PE students and graduates during their TFG/TFM, and the other one was related to the global academic performance shown by those students and graduates during their Degree/Master’s Degree studies. The results confirmed a significant relationship between the students and graduates’ global academic performance in PSTE-PE and the competencies examined (crosscurricular, general teaching and PE-specific teaching competencies): the higher the academic performance, the better the competency perception.</p> 2023-03-01T00:00:00+01:00 Derechos de autor 2023 Creative Commons Attribution License Longitudinal Study on the Effects of Formative and Shared Assessment on Pre-Service Teacher Education 2022-09-08T12:10:59+02:00 Cristina Pascual-Arias Víctor M. López-Pastor David Hortigüela-Alcalá <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> 2023-03-01T00:00:00+01:00 Derechos de autor 2023 Creative Commons Attribution License Formative and Shared Assessment and Final Degree Projects in Physical Education Pre-service Teacher Education 2022-10-10T20:31:54+02:00 Carla Fernández-Garcimartín Victor Manuel López Pastor Teresa Fuentes-Nieto David Hortigüela-Alcalá <p>The aim of this research is to analyse the processes of formative and shared-assessment (F&amp;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&amp;SA<br />processes during the development and final evaluation of the FYP. The main results are: (a) rubrics are not usually<br />used as an instrument for feedback, self-regulation and self-assessment; (b) during the COVID-19 confinement,<br />rubrics were used to provide formative feedback and to justify the online grading of the FYP; (c) teachers and<br />students prefer the defence of the FYP to be face to face, due to the advantages in terms of the feedback they<br />obtain. Lessons learned are provided on how to carry out F&amp;SA processes during the tutoring-development<br />and evaluation-defence of the FYP using the rubrics as a formative, feedback and feedforward element. These<br />results represent an advance in the learning processes using F&amp;SA and feedback in a very understudied subject,<br />the FYP.</p> 2023-03-01T00:00:00+01:00 Derechos de autor 2023 Creative Commons Attribution License Formative and shared assessment in primary school PE curriculum: Teachers’ perceptions 2022-11-04T15:18:45+01:00 Fernando Manuel Otero-Saborido Gustavo González-Calvo David Hortigüela-Alcalá Francisco Javier Vázquez-Ramos <p>Assessment is one of the processes that most signifies curriculum. The general purpose of this study was to find<br />out the perception of Primary School Physical Education Teachers on the role of assessment in the curriculum in<br />Spain. Experts validated an interview with two parts. In the first part, participants were asked questions about<br />assessment in Physical Education and the links betweenassessment and the school curriculum (the first objective).<br />Another specific part was aimed at finding out the PETE’s opinion on the conclusions of the study by Otero-Saborido<br />et al., (2021a) which analysed the treatment of assessment in the 17 regional curriculum in Spain (second objective).<br />17 PETE participated in the interviews conducted. A system of categories and subcategories was designed and<br />validated. Atlas.ti software was used to analyse content the interviews. The results showed the importance that the<br />participants attach to the official curriculum, although they pointed out improvements such as the need to reduce the<br />number of evaluative references and increase the number of orientations. They also point out the importance of<br />motor skills as the axis of assessment and the need for the cognitive, motor and socio-affective spheres to be<br />integrated into the assessment references.</p> 2023-03-01T00:00:00+01:00 Derechos de autor 2023 Creative Commons Attribution License Assessment for Learning in face-to-face and in emergency virtual teaching at university: satisfaction and frustration of students’ Basic Psychological Needs 2022-10-03T13:41:24+02:00 Eloisa Lorente Catalán Ana Flávia Leao Pereira David Castel Vilalta Alfredo Joven Pérez <p>The satisfaction and frustration of basic psychological needs (BPN) in Assessment for Learning (AfL)-based interventions<br />in the context of Physical Education Teacher Education is a research area that has not received much attention.<br />This study measures students’ BPN in two consecutive cohorts (face-to-face and emergency virtual teaching)<br />during a module at university that uses AfL in an autonomy supportive learning environment. The Satisfaction and<br />Frustration of the Basic Psychological Needs Scale for Training was administered to fourth year students.<br />Qualitative open-ended questions were incorporated into the questionnaire to deepen on students’ opinions<br />on the experience. The results showed high levels of BPN satisfaction plus low levels of frustration in both face-toface<br />and virtual teaching. Likewise, students confirmed the importance of autonomy, structure and feedback in<br />virtual classes, which supports the idea that autonomy and structure are complementary and not contradictory. It<br />also shows how technologies in virtual teaching generated commitment and learning, favoring continual feedback on<br />tutored work. Although this study contributes to scaling up the empirical evidence of the effects of AfL on motivation, a<br />lot of terrain remains to be explored on its implementation in university contexts that support BPN.</p> <p> </p> 2023-03-01T00:00:00+01:00 Derechos de autor 2023 Creative Commons Attribution License Possibilities and limitations of formative assessment in Projects Oriented Learning 2022-12-13T10:30:46+01:00 Carolina Nieva Boza Lurdes Martínez-Mínguez Laura Moya Prados <p>As Formative and Shared Assessment (F&amp;SA) and significant learning are given scant attention in physical education (PE)<br />subjects in the Primary School Education Degree course, there is a need to analyse the students’ perception of the<br />possibilities and limitations of F&amp;SA in the context of an educational proposal based on Project Oriented Learning<br />(POL). A methodological approach was used for the study, carried out by means of a Likert scale questionnaire, which<br />was quantitative while the scope was descriptive. The study was carried out on a sample of 651 students between 2014<br />and 2020. The results show that the students considered the F&amp;SA approach useful for improving their acquisition of<br />professional skills and the development of functional and meaningful learning. They also thought it was necessary<br />to strengthen the negotiation of this assessment at the beginning of the subject and that a stable and experienced<br />teaching staff was required to carry out this type of project. From the results we concluded that students should<br />be given a voice in these possibilities and limitations to improve their own teaching practice in the area of PE in the<br />Early Childhood Education Degree course, as it would help them to feel qualified to teach this discipline in their future<br />professional careers.</p> 2023-03-01T00:00:00+01:00 Derechos de autor 2023 Creative Commons Attribution License Formative assessment and pre-service teacher education: previous, current and prospective experiences 2022-10-03T13:50:09+02:00 Rodrigo Atienza Alexandra Valencia-Peris Víctor Manuel López-Pastor <p>This study further explores the analyses of Physical Education Teacher Education students’ experiences about<br />Formative and Shared Assessment (F&amp;SA) in Physical Education (PE) during their primary and secondary<br />education, in their perception about F&amp;SA experienced in the subject of ‘Didactics of PE in Primary Education’; and<br />in their expectations about its application in their future teaching practice. To this end, 42 reflection diaries were<br />collected that participants wrote throughout the semester. A thematic analysis was carried out using the NVivo v.10<br />software. The main results reveal that the majority did not experience F&amp;SA in the PE subject during their compulsory<br />education. However, after experiencing the methodin the subject, students perceive F&amp;SA very positively,<br />especially valuing their potential to promote more gradual, continuous, meaningful, reflective and adapted learning.<br />They also pointed out that, for both teachers and students, it implies an increase in the workload. Finally, a large part<br />of the participants expressed their intention to apply F&amp;SA in their future professional practice.</p> 2023-03-01T00:00:00+01:00 Derechos de autor 2023 Creative Commons Attribution License Formative and Shared Assessment and Feedback: an example of good practice in Physical Education in Pre-service Teacher Education 2022-12-13T10:32:51+01:00 Miriam Molina Soria Víctor Manuel López-Pastor David Hortigüela-Alcalá Cristina Pascual-Arias Carla Fernández-Garcimartín <p>This research aimed to: (1) analyse how Formative and Shared Assessment helps students’ acquisition of competences according to their self-perception in Physical Education in Pre-service Teacher Education; and (2) verify<br />how Formative and Shared Assessment systems help to improve students’ academic performance. A longitudinal<br />study was carried out over five academic years with a sample of 401 students in a Physical Education subject in<br />Early Childhood Pre-service Teacher Education. Three selfperception scales of student competences, an anonymous<br />questionnaire on the assessment of the subject and the final report cards of the subject were used for data<br />collection. Descriptive and inferential statistical analysis was carried out. The results show that there were significant<br />differences in the self-perception of competences between the beginning and the end of the subject, mainly in those<br />specific to physical education; both students’ and teachers’ satisfaction with the assessment was high and that the<br />chosen assessment method seems to have a strong influence on students’ academic performance.</p> 2023-03-01T00:00:00+01:00 Derechos de autor 2023 Creative Commons Attribution License Assessment in Secondary Education, is it formative and shared? Exploring perceptions of professionals and future professionals in Education 2022-12-20T11:34:03+01:00 Sonia Asún Dieste M. Rosario Romero Esther Cascarosa Salillas Isabel Iranzo Navarro <p>The aim of this research was to explore the perceptions of education professionals and future professionals on the<br />existence of formative assessment in secondary education. A qualitative and quantitative convergent parallel mixed<br />method study was designed. The participants were 8 Secondary Education teachers who collaborate as tutors<br />in the Teaching Master’s Degree at the Spanish public university.and who took part in a focus group, and 60<br />pre-service students who were completing a practicum in schools for this same Master’s Degree and who answered<br />a questionnaire. The results showed a great diversity in perceptions of the implementation of formative<br />assessment. However, the use of summative assessment seemed to be perceived as predominant in the high schools<br />studied, as well as performance tests and examinations. In conclusion, these means of assessment are still<br />consolidated by traditionalist conceptions, both of teachers and of students and families, that are limiting the progress<br />of formative assessment in schools, while innovating and engaged teachers try to foment their implementation.</p> 2023-03-01T00:00:00+01:00 Derechos de autor 2023 Creative Commons Attribution License Analysis of Final Year Project Syllabi in Physical Education Teacher Education: Is The Assessment Formative? 2022-10-03T13:24:36+02:00 M. Rosario Romero-Martín Daniel Caballero Juliá Nuria Ureña Ortín Encarnación Ruiz Lara <p>The main aims of this study were to describe the syllabi of Final Year Projects (FYP) in Physical Education Teacher<br />Education and to analyse their formative capacity, in order to find out to what extent the assessment systems<br />are aligned with the current competency paradigm. A documentary analysis of 96 syllabi was carried out, 52 of<br />Undergraduate Degree Projects and 44 of Master’s Degree Projects, in a total of 63 universities during the academic<br />year 2019-2020. A panel of experts determined the formative capacity index of every syllabus, based on four<br />variables of the assessment system: means, instruments, criteria and agents. A descriptive analysis and a MANOVA<br />biplot were conducted. The results revealed that syllabi lack relevant information on the variables studied. The<br />limited student engagement and the highly productcentred assessment were noteworthy. In addition, a large<br />number of degrees presented low formative capacity. This study proposes a model to analyse assessment systems<br />that allows for determination of their level of alignment with the educational model in order to assess FYP syllabi’s<br />quality, both by the teaching staff and the institutions.</p> 2023-03-01T00:00:00+01:00 Derechos de autor 2023 Creative Commons Attribution License Use of formative assessment in Physical Education teacher education in Secondary School: a case study 2022-11-03T13:43:02+01:00 Sonia Asun-Dieste Marta Guíu Carrera <p>The adoption of a competency-based education model in university teaching brings up the debate about the<br />overtaking of traditional assessment methods by new systems, such as formative assessment. The aim of this<br />study was to analyse the level of presence of formative assessment in general and specific courses of the<br />Teacher Education for Secondary School, Vocational Training, Languages, Arts and Sports master’s degree,<br />with major in Physical Education, of a Spanish public university, and to explore professors’ perceptions. To do<br />so, a complementary mixed quantitative and qualitative design case study was carried out, where data from<br />twelve courses were obtained through the instrument for analysis of syllabus assessment systems (IASEG) and indepth<br />interviews with five professors. The results revealed the use of formative assessment, with no significant<br />differences between general and specific courses. On the other hand, diversity was detected among professors in<br />terms of their knowledge on this type of assessment and its implementation in the courses. In conclusion, an incipient<br />interest in this type of assessment was observed. However, a number of obstacles were noticed, such as a context<br />that was still unfamiliar with this practice and the lack of training of some professors.</p> 2023-03-01T00:00:00+01:00 Derechos de autor 2023 Creative Commons Attribution License Formative and shared assessment in Physical Education. Assessment to involve, dialogue, share and learn 2023-02-28T15:38:49+01:00 Encarnación Ruiz Lara María Rosario Romero Martín Nuria Ureña Ortín 2023-03-01T00:00:00+01:00 Derechos de autor 2023 Creative Commons Attribution License