Cultura, Ciencia y Deporte

Academic Performance and Competence Perception in Physical Education Final Year Projects

2022-09-01T14:02:37+02:00

The present study aims to examine to what extent the global academic performance achieved in the Degree/
Master’s Degree determines the level of competencies acquired through the final year project (TFG for Degrees
and TFM for Master’s Degrees) in Physical Education preservice teacher education (PSTE-PE).
The study was conducted based on the replies to a questionnaire that was built ad-hoc on the basis of studies
regarding competency perception scales. The sample consisted of 325 participants from 34 Spanish universities:
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.

Longitudinal Study on the Effects of Formative and Shared Assessment on Pre-Service Teacher Education

2022-09-08T12:10:59+02:00

This study presents the research outcomes of a Formative and Shared Assessment experience in future Early
Childhood Education teachers over two consecutive academic years, paying special attention to the assessment
system’s advantages and disadvantages, student’s academic performance and teacher and student workload.
It was a developmental longitudinal ex-post-facto study conducted in one cohort of pre-service teacher education
(PSTE), applied to two consecutive courses of the Early Childhood Education Degree related to Physical Education.
The data collection instruments were an anonymous student questionnaire, validated by Castejón-Oliva et al.
(2015) and the best practices reports proposed by the Formative and Shared Assessment Network, filled in by the
course teachers. The results revealed that students found more advantages than disadvantages in the assessment
system in both courses. Besides, academic performance was observed to be very positive, and it was higher in the
second course, compared to the first one. Furthermore, there was a high correlation between workload and academic performance in both courses.

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

2022-10-10T20:31:54+02:00

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.

Formative and shared assessment in primary school PE curriculum: Teachers’ perceptions

2022-11-04T15:18:45+01:00

Assessment is one of the processes that most signifies curriculum. The general purpose of this study was to find
out the perception of Primary School Physical Education Teachers on the role of assessment in the curriculum in
Spain. Experts validated an interview with two parts. In the first part, participants were asked questions about
assessment in Physical Education and the links betweenassessment and the school curriculum (the first objective).
Another specific part was aimed at finding out the PETE’s opinion on the conclusions of the study by Otero-Saborido
et al., (2021a) which analysed the treatment of assessment in the 17 regional curriculum in Spain (second objective).
17 PETE participated in the interviews conducted. A system of categories and subcategories was designed and
validated. Atlas.ti software was used to analyse content the interviews. The results showed the importance that the
participants attach to the official curriculum, although they pointed out improvements such as the need to reduce the
number of evaluative references and increase the number of orientations. They also point out the importance of
motor skills as the axis of assessment and the need for the cognitive, motor and socio-affective spheres to be
integrated into the assessment references.

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

The satisfaction and frustration of basic psychological needs (BPN) in Assessment for Learning (AfL)-based interventions
in the context of Physical Education Teacher Education is a research area that has not received much attention.
This study measures students’ BPN in two consecutive cohorts (face-to-face and emergency virtual teaching)
during a module at university that uses AfL in an autonomy supportive learning environment. The Satisfaction and
Frustration of the Basic Psychological Needs Scale for Training was administered to fourth year students.
Qualitative open-ended questions were incorporated into the questionnaire to deepen on students’ opinions
on the experience. The results showed high levels of BPN satisfaction plus low levels of frustration in both face-toface
and virtual teaching. Likewise, students confirmed the importance of autonomy, structure and feedback in
virtual classes, which supports the idea that autonomy and structure are complementary and not contradictory. It
also shows how technologies in virtual teaching generated commitment and learning, favoring continual feedback on
tutored work. Although this study contributes to scaling up the empirical evidence of the effects of AfL on motivation, a
lot of terrain remains to be explored on its implementation in university contexts that support BPN.

Possibilities and limitations of formative assessment in Projects Oriented Learning

2022-12-13T10:30:46+01:00

As Formative and Shared Assessment (F&SA) and significant learning are given scant attention in physical education (PE)
subjects in the Primary School Education Degree course, there is a need to analyse the students’ perception of the
possibilities and limitations of F&SA in the context of an educational proposal based on Project Oriented Learning
(POL). A methodological approach was used for the study, carried out by means of a Likert scale questionnaire, which
was quantitative while the scope was descriptive. The study was carried out on a sample of 651 students between 2014
and 2020. The results show that the students considered the F&SA approach useful for improving their acquisition of
professional skills and the development of functional and meaningful learning. They also thought it was necessary
to strengthen the negotiation of this assessment at the beginning of the subject and that a stable and experienced
teaching staff was required to carry out this type of project. From the results we concluded that students should
be given a voice in these possibilities and limitations to improve their own teaching practice in the area of PE in the
Early Childhood Education Degree course, as it would help them to feel qualified to teach this discipline in their future
professional careers.

Formative assessment and pre-service teacher education: previous, current and prospective experiences

2022-10-03T13:50:09+02:00

This study further explores the analyses of Physical Education Teacher Education students’ experiences about
Formative and Shared Assessment (F&SA) in Physical Education (PE) during their primary and secondary
education, in their perception about F&SA experienced in the subject of ‘Didactics of PE in Primary Education’; and
in their expectations about its application in their future teaching practice. To this end, 42 reflection diaries were
collected that participants wrote throughout the semester. A thematic analysis was carried out using the NVivo v.10
software. The main results reveal that the majority did not experience F&SA in the PE subject during their compulsory
education. However, after experiencing the methodin the subject, students perceive F&SA very positively,
especially valuing their potential to promote more gradual, continuous, meaningful, reflective and adapted learning.
They also pointed out that, for both teachers and students, it implies an increase in the workload. Finally, a large part
of the participants expressed their intention to apply F&SA in their future professional practice.

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

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
how Formative and Shared Assessment systems help to improve students’ academic performance. A longitudinal
study was carried out over five academic years with a sample of 401 students in a Physical Education subject in
Early Childhood Pre-service Teacher Education. Three selfperception scales of student competences, an anonymous
questionnaire on the assessment of the subject and the final report cards of the subject were used for data
collection. Descriptive and inferential statistical analysis was carried out. The results show that there were significant
differences in the self-perception of competences between the beginning and the end of the subject, mainly in those
specific to physical education; both students’ and teachers’ satisfaction with the assessment was high and that the
chosen assessment method seems to have a strong influence on students’ academic performance.

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

The aim of this research was to explore the perceptions of education professionals and future professionals on the
existence of formative assessment in secondary education. A qualitative and quantitative convergent parallel mixed
method study was designed. The participants were 8 Secondary Education teachers who collaborate as tutors
in the Teaching Master’s Degree at the Spanish public university.and who took part in a focus group, and 60
pre-service students who were completing a practicum in schools for this same Master’s Degree and who answered
a questionnaire. The results showed a great diversity in perceptions of the implementation of formative
assessment. However, the use of summative assessment seemed to be perceived as predominant in the high schools
studied, as well as performance tests and examinations. In conclusion, these means of assessment are still
consolidated by traditionalist conceptions, both of teachers and of students and families, that are limiting the progress
of formative assessment in schools, while innovating and engaged teachers try to foment their implementation.

Analysis of Final Year Project Syllabi in Physical Education Teacher Education: Is The Assessment Formative?

2022-10-03T13:24:36+02:00

The main aims of this study were to describe the syllabi of Final Year Projects (FYP) in Physical Education Teacher
Education and to analyse their formative capacity, in order to find out to what extent the assessment systems
are aligned with the current competency paradigm. A documentary analysis of 96 syllabi was carried out, 52 of
Undergraduate Degree Projects and 44 of Master’s Degree Projects, in a total of 63 universities during the academic
year 2019-2020. A panel of experts determined the formative capacity index of every syllabus, based on four
variables of the assessment system: means, instruments, criteria and agents. A descriptive analysis and a MANOVA
biplot were conducted. The results revealed that syllabi lack relevant information on the variables studied. The
limited student engagement and the highly productcentred assessment were noteworthy. In addition, a large
number of degrees presented low formative capacity. This study proposes a model to analyse assessment systems
that allows for determination of their level of alignment with the educational model in order to assess FYP syllabi’s
quality, both by the teaching staff and the institutions.

Use of formative assessment in Physical Education teacher education in Secondary School: a case study

2022-11-03T13:43:02+01:00

The adoption of a competency-based education model in university teaching brings up the debate about the
overtaking of traditional assessment methods by new systems, such as formative assessment. The aim of this
study was to analyse the level of presence of formative assessment in general and specific courses of the
Teacher Education for Secondary School, Vocational Training, Languages, Arts and Sports master’s degree,
with major in Physical Education, of a Spanish public university, and to explore professors’ perceptions. To do
so, a complementary mixed quantitative and qualitative design case study was carried out, where data from
twelve courses were obtained through the instrument for analysis of syllabus assessment systems (IASEG) and indepth
interviews with five professors. The results revealed the use of formative assessment, with no significant
differences between general and specific courses. On the other hand, diversity was detected among professors in
terms of their knowledge on this type of assessment and its implementation in the courses. In conclusion, an incipient
interest in this type of assessment was observed. However, a number of obstacles were noticed, such as a context
that was still unfamiliar with this practice and the lack of training of some professors.

Formative and shared assessment in Physical Education. Assessment to involve, dialogue, share and learn

2023-02-28T15:38:49+01:00