Formative and Shared Assessment in Physical Education in Early Childhood and Primary Education: A Systematic Review
DOI:
https://doi.org/10.12800/ccd.v20i66.2357Keywords:
formative assessment, assessment for learning, educational assessment, physical educationAbstract
This systematic review examines research conducted over the past decade on Formative and Shared Assessment (EFyC) in Physical Education (PE) at early childhood and primary education levels. The main objectives are to analyze the primary research trends on EFyC, assess its impact on students’ cognitive, motor, and socio-emotional development, and evaluate its influence on teaching and learning processes. The review followed the PRISMA methodology, initially identifying 245 articles from databases such as Scopus, Web of Science, and EBSCOHost. Selected articles were evaluated for methodological quality, resulting in the inclusion of 12 articles in the review. The findings indicate that most research has been conducted in Spain, primarily focusing on teachers' perceptions, highlighting the need for deeper exploration of EFyC's direct impact on students. The lack of studies on early primary grades suggests a promising future line of research. EFyC demonstrates multiple benefits in PE, such as fostering student autonomy, motivation, classroom climate, and enhancing teaching practice. However, limitations such as geographical concentration, small sample sizes, and methodological diversity underscore the need for future studies with larger and more diverse samples to deepen the understanding and optimization of EFyC implementation in PE.
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