Assessment in initial training: progress or regression?

Abstract

INTRODUCTION. Assessment is a key element in the teaching and grading processes. The variability of assessment instruments make it possible to know more precisely what the students have learned. At the same time, the participation of students in the assessment and grading processes will allow them to assume a leading role in their learning, assessing their own work and that of their peers. The aims of this research are: (a) to know if there has been a change over time in the type of the assessment instruments used and their frequency of use in initial training; (b) to assess how students have perceived the use of grading forms and how they have changed over time. METHOD. A total of 2361 students on the fourth year of Primary Education Degree (70.7%) and Physical Activity and Sport Sciences Degree (29.3%) participated. The answers of 1127 participants were collected during 2010/2011 academic year and 1234 during 2014/2015 academic year. RESULTS. The results show (a) that there has been an increase in the frequency of use of assessment instruments between the 2010/2011 academic year and the 2014/2015 academic year, with written and test-type exams showing the highest frequency; and (b) shared grading shows significant differences between the studies, decreasing their use over time, while the rest of the grading forms studied do not show significant differences between both studies, there is a prevailing use of teacher grading. DISCUSSION. Although there has been an increase in the use of the different assessment instruments, they are still overall the same as they were in the past and teacher grading is maintained as the most used grading form.