Final evaluation and grading of final projects in Physical Education Teacher Education: students' perceptions
DOI:
https://doi.org/10.47197/retos.v51.100955Keywords:
Higher Education, Final Project os Studies, Physical Education, Students Perceptions, Assessment, GradingAbstract
Assessment is one of the most controversial elements throughout the Physical Education Teacher Education and is especially important in the Final Project of Studies, given the peculiarity of the subject in the different degrees. The aim of this study is to know the perceptions of students of Physical Education Teacher Education on the final assessment and grading processes of the Final Project of Studies. For this purpose, a qualitative study has been carried out with a sample of 22 students from 4 Spanish universities identified as "diana-centers", who attended their training in the academic year 2020-2021. The participants are students of the Degree in Primary Education and the Master's Degree in Teacher Education, in both cases of the Physical Education mentions. Using the focus group technique, we tried to know the opinion of the students in relation to the assessment and grading system of the Final Project of Studies. After data collection, a content analysis of the four focus groups was carried out using the "Nvivo" software (Release Version). The results reveal that the assessment of the Final Project of Studies of the Physical Education degrees is mostly summative and finalistic. This assessment model does not help future teachers to develop their assessment literacy or to understand the value of the subject for their professional education.
Keywords: Higher Education; Final Project of Studies; Physical Education; Student Perceptions; Assessment; Grading.
References
Anderson, C., Day, K., & McLaughlin, P. (2006). Mastering the dissertation: Lecturers’ representations of the purpos-es and processes of master’s level dissertation supervision. Studies in Higher Education, 31(2), 149–168. https://doi.org/10.1080/03075070600572017
Arreman, I., & Erixon, P.O. (2015). The degree project in Swedish early childhood education and care: What is at stake? Education Inquiry, 6(3), 309–332. https://doi.org/10.3402/edui.v6.27779
Battaner, E., González, C., & Sánchez, J. L. (2016). El Trabajo Fin de Grado (TFG) en las Universidades Españolas. Análisis y discusión desde las Defensorías. Universitarias. Revista Universidad, Ética y Derechos, 1, 43-79. https://doi.org/10.25267/Rueda.2016.i1.08
Calvert, B., & Casey, B. (2004). Supporting and assessing dissertations and practical projects in media studies degrees: towards collaborative learning. Art Design & Communication in Higher Education, 3 (1), 47-60. https://doi.org/10.1386/adch.3.1.47/0
Colmenero, M.J., Molina, M.D., & Rodríguez, J. (2020). Percepciones del alumnado universitario sobre los trabajos fin de grado (trabajos de fin de carrera). Formación universitaria, 13 (6), 283-290. http://dx.doi.org/10.4067/S0718-50062020000600283
Creswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
Feather, D., Anchor, J.R., & Cowton, C.J. (2014). Supervisors’ perceptions of the value of the undergraduate disserta-tion. The International Journal of Management Education, 12, 14-21. https://doi.org/10.1016/j.ijme.2013.06.002
Fernández, C., Fuentes, T., López, V.M., Pascual, C., & Molina, M. (2021). Evaluación Formativa en Trabajos de Fin de Grado: Proyecto de Innovación Docente. Journal of Sport Pedagogy and Research, 7(3), 45-47.
Fernández, C., López, V. M., Fuentes, T., & Hortigüela, D. (2023a). Formative and shared-assessment and Final De-gree Projects in Physical Education Pre-service Teacher Education. Cultura, Ciencia y Deporte, 18(55), 33-56. https://doi.org/10.12800/ccd.v18i55.1922
Fernández, C., López, V. M., Fuentes, T., & Hortigüela, D. (2023b). La evaluación de los Trabajos Fin de Grado en la Formación Inicial del Profesorado de Educación Física: de una evaluación presencial a una evaluación online. Retos, 49, 1018-1026. http://dx.doi.org/10.47197/retos.v49.99146
Fuentes, B.P., Valenzuela P., & Caniuqueo, A. (2022). Impacto objetivo y percibido del tipo de evaluación sobre el rendimiento académico de estudiantes de Educación Física bajo un modelo curricular por competencias. Retos, 46, 739-744. https://doi.org/10.47197/retos.v46.92042
Flick, U. (2004). Introducción a la investigación cualitativa. Morata y Paideia Galiza Fundación.
Gallardo, F., Carter, B., López, V. M., Ojeda, R., & Fuentes, T. (2022). Sistemas de evaluación en la formación inicial del profesorado de Educación Física. Retos, 43, 117-126. https://doi.org/10.47197/retos.v43i0.88570
Greenbank, P., Penketh, C., Schofield, M., & Turjansky, T. (2008). The undergraduate Dissertation: “most likely you go your way and I’ll go mine”. The International Journal for Quality and Standards, 3(22), 1-24.
Guba, E. G., & Lincoln, Y. S. (2005). Paradigmatic controversies, contradictions and emerging confluences. In N.K. Dezin., & Y. S. Lincoln (ed). The Sage Handbook of Qualitative Research (pp. 213-263). Sage Publications.
Healey, M., Jenkins, A., & Lea, J. (2014). Developing research-based curricula in
college-based higher education. Higher Education Academy.
Herrero, D., Manrique, J. C., & López, V. M. (2021). Incidencia de la Formación Inicial y Permanente del Profesora-do en la aplicación de la Evaluación Formativa y Compartida en Educación Física, Retos, 41, 533-543. https://doi.org/10.47197/retos.v0i41.86090
Henríquez, L. (2023). Tutorización en la práctica pedagógica en Educación Física, entre la vigilancia y el acompaña-miento: análisis desde las experiencias de los estudiantes practicantes. Retos, 47, 955-961. https://doi.org/10.47197/retos.v47.95215
Hortigüela, D. González, S., & Hernández, A. (2021) ¿Evaluamos realmente el aprendizaje en educación física? Per-cepción de los profesores en diferentes etapas educativas, Retos, 42, 643-654. https://doi.org/10.47197/retos.v42i0.88686
Kleijn, R.A.M. (de), Mainhard, M.T., Meijer, P.C., Pilot, A., & Brekelmans, M. (2012). Master’s thesis supervision: Relations between perceptions of the supervisor–Student relationship, final grade, perceived supervisor contribu-tion to learning and student satisfaction. Studies in Higher Education, 37(8), 925–939. https://doi.org/10.1080/03075079.2011.556717
Kleijn, R.A. (de), Meijer, P.C., Pilot, A., & Brekelmans, M. (2014). The Relation between Feedback Perceptions and the Supervisor-Student relationship in Master & Thesis Projects, Teaching in Higher Education, 19(4), 336-349. https://doi.org/10.1080/13562517.2013.860109
Kowalczuk, M., Lopes, A., Underwood, J., Daniela, L., & Clipa, O. (2019). Meaningful time for professional growth or a waste of time? A study in five countries on teachers’ experiences within master’s dissertation/thesis work. Teaching Education, 31(4), 459-479. https://doi.org/10.1080/10476210.2019.1649649
Jansson, A., Brun, G., Lundvall, S., Bjärsholm, D., & Norberg, J. (2020). Students´ perceived learning in physical education: variations across students´ gender and migration background in Sweden. Sport, Education and Society, 27(4). https://doi.org/10.1080/13573322.2021.1878129
Lorente, E., & Kirk, D. (2015). Student teachers’ understanding and application of assessment for learning during a physical education teacher education course. European Journal PE (EJPE), 22(1), 65-81. https://doi.org/10.1177/1356336X15590352
Mordal, K., & Green, K. (2012). Physical education teacher education in Norway: the perceptions of student teachers. Sport, Education and Society, 19(6), 806-823. https://doi.org/10.1080/13573322.2012.719867
Moura, A., Graça, A., MacPhail, A., & Batista, P. (2021) Aligning the principles of assessment for learning to learning in physical education: A review of literature, Physical Education and Sport Pedagogy, 26(4), 388-401. https://doi.org/10.1080/17408989.2020.1834528
Moura, A., MacPhail, A., Graça, A., & Batista, P. (2022). Providing physical education preservice teachers with op-portunities to interrogate their conceptions and practices of assessment. 2022 European Journal PE (EJPE), 24(3). https://doi.org/10.1177/1356336X221129057.
Patton. M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage Publications.
Philpot, R. A. (2017). In search of a critical PETE programme. European Journal PE (EJPE), 25(1), 1-17. https://doi.org/10.1177/1356336X17703770
Råde, A. (2014). Final thesis models in European teacher education and their orientation towards the academy and the teaching profession. European Journal of Teacher Education, 37(2), 144–155. https://doi.org/10.1080/02619768.2013.858692
Råde, A. (2019). Professional formation and the final thesis in European teacher education: a fusion of academic and professional orientation. Education Inquiry, 10(3), 226-242. https://doi.org/10.1080/20004508.2018.1514910
Rekalde, I., Ruiz, P., & Bilbao, B. (2018). Acción tutorial y evaluación formativa en los Trabajos Fin de Grado. REDU: Revista de Docencia Universitaria, 16(2), 123-141. https://doi.org/10.4995/redu.2018.10185
Reyes, C. I., & Díaz, A. (2020). ¿Quiénes deben ser los agentes evaluadores del TFG? Educación XXI, 23(1), 125-145. https://doi.org/10.5944/educXX1.2384
Rodríguez, J., Molina, Mª. D., & Colmenero, Mª. (2019). La voz de los estudiantes de la titulación de Educación Pri-maria sobre el Trabajo Fin de Grado. Educação e Pesquisa, 45. https://doi.org/10.1590/S1678-4634201945200829
Sotos, M.A. (2020). Análisis cualitativo del proceso de tutorización de los Trabajos Fin de Grado. El caso de la Facul-tad de Educación de Albacete. Revista Complutense de Educación, 31(1), 35-44. https://doi.org/10.5209/rced.61746
Styles, I., & Radloff, A. (2001). The synergistic thesis: student and supervisor perspectives. Journal of Further and Higher Education, 25(1), 97–106. http://dx.doi.org/10.1080/03098770020030533
Stylianou, M., Enright, E., & Hogan, A. (2016). Learning to be researchers in physical education and sport pedagogy: the perspectives of doctoral students and early career researchers. Sport, Education and Society, 22(1), 122-139. http://dx.doi.org/10.1080/13573322.2016.1244665
Trigueros, C., Rivera, E., & Rivera, I. (2020) Investigación cualitativa con ayuda de NVivo (Versión Release 1.1). [Materi-al docente]. Granada.
Vagle, M. (2018). Crafting phenomenological research. (2th ed.). Routledge.
Valderrama, E., Rullán, M., Sánchez, F., Pons, J., Mans, C., Giné, F., Seco, G., Jiménez, L., Peig, E., Carrera, J., Moreno, A., García, J., Pérez, J., Vilanova, R., Cores, F., Renau, J.M., Tejero, J., & Bisbal, J. (2010). La evalua-ción de competencias en los Trabajos Fin de Estudios, IEEE-RITA, 5 (3), 107-114.
Valdés, M., & López, J. (2019). Precursores de la satisfacción con el Trabajo de Fin de Grado (TFG) en estudiantes de Psicología de la Universidad de Sevilla. Revista de Docencia Universitaria, 17(2), 143-157. https://doi.org/10.4995/redu.2019.11153
Vera, J., & Briones, E. (2015). Perspectiva del alumnado de los procesos de tutorización y evaluación de los trabajos de fin de grado. Cultura y Educación, 27(4),742-765. https://doi.org/10.1080/11356405.2015.1089391
Webster, F., Pepper, D., & Jenkins, A. (2000). Assessing the undergraduate dissertation. Assessment and Evaluation in Higher Education, 25(1), 71-80. https://doi.org/10.1080/02602930050025042
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Retos
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.
