The purpose of this article is to analyze the metaphors that have best radiographed the evaluation that university students of Physical Education have experienced throughout their schooling. To this end, a sample of 275 Physical Education university stude
DOI:
https://doi.org/10.47197/retos.v41i0.82706Keywords:
Evaluation; learning; improvement; metaphors, innovationAbstract
The purpose of this article is to analyze the metaphors that have best radiographed the evaluation that university students of Physical Education have experienced throughout their schooling. To this end, a sample of 275 Physical Education university students from various public universities in the Valencian Community has been counted on. The results indicate, from the point of view of the students, that the lived evaluation is far from the educational paradigm focused on formative evaluation and feedback. Verifying this reality is necessary to realize that it has to change if we want to carry out excellent evaluation practices that stimulate the generation of learning to learn and the use of evaluation as a source and at the service of learning. All this leads us to point out that university teachers have the challenge of training future Physical Education teachers, who are more critical and reflective and who, especially, are promoters of change and evaluative innovation in the classroom when they work as education professionals. Therefore, this article offers the opportunity to change the evaluative culture that still prevails today in educational centers through the arguments and proposals that are proposed.
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