Implementation of the formative evaluation by students of Pedagogy in Physical Education
DOI:
https://doi.org/10.47197/retos.v43i0.86558Keywords:
Formative Assessment, Teacher Training, Professional Practice, Pedagogy in Physical Education, Higher Education.Abstract
This research focuses on the field of Initial Teacher Training (FID) in Pedagogy in Physical Education (PEF). The objective is to know the way in which students in the FID process at PEF implement the formative assessment in the classes they take in their professional practice. It is carried out through a quantitative, descriptive, non-experimental cross-sectional approach, where 64 students from a private higher education institution in Chile were considered. The information collection instrument that was used was an observation script applied by supervising professors of professional practice which considers the dimensions of: a) Feedback, b) Preparation and implementation and c) Response of the schoolchildren. The results verify the application of feedback, differentiated support as required by the schoolchildren and treatment of the error; but they do not apply in a systematic way self-evaluation or co-evaluation, nor record of what the students have done in class. It can be concluded that although formative evaluation is incorporated in the development of professional practice by students in the FID process in PEF, they do not provide spaces for dialogue regarding the evaluation process (self-evaluation and peer evaluation).
References
Agencia de la calidad de la Educación. (2016). Estudio sobre formación inicial docente en evaluación educacional.
Álvarez Méndez, J. (1993). Evaluar para conocer, examinar para excluir. Ediciones Morata S.L. Madrid.
Asún S, Fraile A, Aparicio, JL, Romero Mª (2020). Dificultades en el uso del feedback en la formación del profesorado de Educación Física. Retos, 37(37), 85-92. https://doi.org/10.47197/retos.v37i37.71029
Barrientos Hernán, E., López Pastor, V., & Pérez-Brunicardi, D. (2018). ¿Por qué hago evaluación formativa y compartida y/o evaluación para el aprendizaje en EF? La influencia de la formación inicial y permanente del profesorado. Retos, 36(36), 37-43. https://doi.org/10.47197/retos.v36i36.66478
Black, Paul & D. Wiliam (2009). “Developing a theory of formative assessment”. Educational Assessment, Evaluation and Accountability. 21, (1): 5-31.
Broadfoot, P. M., Daugherty, R., Gardner, J., Gipps, C. V., Harlen, W., James, M., et al. (1999). Assessment for learning: Beyond the black box. Cambridge, UK: University of Cambridge School of Education.
DinanThompson, M., & Penney, D. (2015). Assessment literacy in Primary Physical Education. European Physical Education Review, 21 (4), 485–503. https://doi.org/10.1177/1356336X15584087
Gallardo-Fuentes, F., & Carter Thuillier, B. (2015). La evaluación formativa y compartida durante el prácticum en la formación inicial del profesorado: Análisis de un caso en Chile. Retos, (29), 258-263. https://doi.org/10.47197/retos.v0i29.43550
Gallardo-Fuentes, F., López-Pastor, V., & Carter-Thuillier, B. (2020). Ventajas e Inconvenientes de la Evaluación Formativa, y su Influencia en la Autopercepción de Competencias en alumnado de Formación Inicial del Profesorado en Educación Física. Retos, 38(38), 417-424. https://doi.org/10.47197/retos.v38i38.75540
Hamodi, C. López Pastor, V. & López Pastor, A. (2015). Medios, técnicas e instrumentos de evaluación formativa y compartida del aprendizaje en educación superior. Perfiles educativos. 37(147), 146-161. https://www.redalyc.org/articulo.oa?id=132/13233749009
López Pastor, V., Molina Soria, M., Pascual Arias, C., & Manrique Arribas, J. (2019). La importancia de utilizar la Evaluación Formativa y Compartida en la Formación Inicial del Profesorado de Educación Física: los Proyectos de Aprendizaje Tutorado como ejemplo de buena práctica. Retos, 37(37), 620-627. https://doi.org/10.47197/retos.v37i37.74193
López Pastor, V., Molina, M., Pascual C., & Manrique, J. (2020). La importancia de utilizar la Evaluación Formativa y Compartida en la Formación Inicial del Profesorado de Educación Física: los Proyectos de Aprendizaje Tutorado como ejemplo de buena práctica. Retos, N°37. 620 -627.
López, C., Benedito, V., & León, M. (2016). El enfoque de competencias en la formación universitaria y su impacto en la evaluación: la perspectiva de un grupo de profesionales expertos en Pedagogía. Formación universitaria, 9(4), 11-22. doi: 10.4067/S0718-50062016000400003
López-Pastor V. M. & Pérez-Pueyo, A. (coords.) (2017). Evaluación formativa y compartida en Educación: experiencias de éxito en todas las etapas educativas. León: Universidad de León. http://buleria.unileon.es/handle/10612/5999
López-Pastor, V. M. (coord.) (2009). La Evaluación Formativa y Compartida en Educación Superior: propuestas, técnicas, instrumentos y experiencias. Narcea: Madrid.
Moreno, T. (2012). La evaluación de competencias en educación. Revista Sinéctica, 2012, Vol,39.01-20.http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1665-109X2012000200010&lng=es&nrm=iso
Pedro Ravela, B., & Loureiro, G. (2017) ¿Cómo mejorar la evaluación en el aula? Grupo Magro Editores, México.
Ramírez Navarro, M. (2011) Evaluar contextos para entender el proceso del aprendizaje, cap. 5. La Evaluación Formativa. Jalisco. México.
Stobart, G. (2006) Tiempo de prueba: Ed Morata. Madrid. España.
Wiliam, D., & Thompson, M. (2007) Integrating assessment with instruction: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 María Vergara Tapia, Mónica Flores Bastías, Lucía Illanes Aguilar, Felipe Poblete-Valderrama
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.