Possibilities and limitations of formative assessment in Physical Education of Early Childhood Education Degree

Abstract

Formative and Share Assessment (F&SA) and significant learning are deficient in physical education (PE) subjects in Early Childhood Education Degree, so it is necessary to analyse the perception of students about possibilities and limitations of  F&SA carried out in an education proposal, based on a Project Oriented Learning (POL). The methodological approach is mixed and the scope is descriptive, using a Likert scale questionnaire. The sample is 651 students, from 2014 to 2020. The results report that the students consider this F&SA very favourable to improve the acquisition of professional skills and the development of functional and meaningful learning; but it is necessary to strengthen the negotiation of this assessment at the beginning of the subject and a stable and experienced teaching staff is required to carry out this type of project. In conclusion, it is necessary to give students a voice about these possibilities and limitations to improve their own teaching practice in the area of PE in the Early Childhood Education Degree, favouring the feeling qualified to teach this discipline in the near professional future.