Formative and Shared Assessment and Feedback: an example of good practice in Physical Education in Pre-service Teacher Education

Miriam Molina Soria; Víctor Manuel López-Pastor; David Hortigüela-Alcalá; Cristina Pascual-Arias; Carla Fernández-Garcimartín

doi:10.12800/ccd.v18i55.1986

Autores/as

Miriam Molina Soria Universidad de Valladolid
Víctor Manuel López-Pastor Universidad de Valladolid
David Hortigüela-Alcalá Universidad de Burgos
Cristina Pascual-Arias Universidad de Valladolid
Carla Fernández-Garcimartín Universidad de Valladolid

DOI:

https://doi.org/10.12800/ccd.v18i55.1986

Resumen

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.

Biografía del autor/a

Víctor Manuel López-Pastor, Universidad de Valladolid

Lecturer. Area: Physical Education. Main lines of research: Formative Assessment in Education, Teacher Education, Physical Education, Pedagogy, Research-Action, Physical Education in Early Childhood Education. Coord. of the Network of Formative and Shared Assessment in Education.

David Hortigüela-Alcalá, Universidad de Burgos

Lecturer at the University of Burgos. Director of the Department of Specific Didactics. Director of the Area of Didactics of Corporal Expression. Director of the Teaching and Research Group in Physical Education (ENIEF). Member of the International Network of Formative and Shared Assessment in Education. Author of more than 250 publications in the field of education. His lines of research deal with pedagogical models of teaching, formative and shared assessment, action-research and physical education pedagogy.

Cristina Pascual-Arias, Universidad de Valladolid

Pre-doctoral contract lecturer at the Faculty of Education in Segovia (University of Valladolid). Doctoral candidate in the PhD in Transdisciplinary Research in Education at the University of Valladolid. Master's degree in Research in Social Sciences, Education, Audiovisual Communication, Economics and Business from the University of Valladolid. Graduate in Early Childhood Education from the University of Valladolid. She is a member of the International Network of Formative and Shared Evaluation in Education. Main lines of research: formative and shared assessment, Pre-Service Teacher Education, In-Service Teacher Education, university education.

Carla Fernández-Garcimartín, Universidad de Valladolid

Pre-doctoral contract lecturer at the Faculty of Education in Segovia (University of Valladolid). Doctoral candidate in the Doctor in Transdisciplinary Research in Education (University of Valladolid). Master's degree in Research in Social Sciences, Education, Audiovisual Communication, Economics and Business from the University of Valladolid. Graduate in Primary Education and Early Childhood Education (University of Valladolid). Member of the International Network of Formative and Shared Evaluation in Education. Main lines of research: Physical Education, formative and shared-assessment, Final Year Projects, Pre-Service Teacher Education.