Possibilities and limitations of formative assessment in Projects Oriented Learning

Autor: Nieva, Carolina, Martínez Mínguez, Maria Lourdes, Moya Prados, Laura
Rok vydání: 2023
Předmět:
Zdroj: Cultura, Ciencia y Deporte. 18
ISSN: 1989-7413
1696-5043
DOI: 10.12800/ccd.v18i55.1939
Popis: Funding Information: This experience was part of the competitively funded research project Students self-assessment competences and teachers' professional development. Improving teachers' practice and innovation working for psychomotor learning projects co-tutored by universities and schools. Call of the AGAUR-Cataluña for research funding for the improvement of teachers' initial training, Reference Nº 2017-ARMIF-00013. Publisher Copyright: © 2023, Universidad Catolica San Antonio Murcia. All rights reserved. As Formative and Shared Assessment (F&SA) and significant learning are given scant attention in physical education (PE) subjects in the Primary School Education Degree course, there is a need to analyse the students' perception of the possibilities and limitations of F&SA in the context of an educational proposal based on Project Oriented Learning (POL). A methodological approach was used for the study, carried out by means of a Likert scale questionnaire, which was quantitative while the scope was descriptive. The study was carried out on a sample of 651 students between 2014 and 2020. The results show that the students considered the F&SA approach useful for improving their acquisition of professional skills and the development of functional and meaningful learning. They also thought it was necessary to strengthen the negotiation of this assessment at the beginning of the subject and that a stable and experienced teaching staff was required to carry out this type of project. From the results we concluded that students should be given a voice in these possibilities and limitations to improve their own teaching practice in the area of PE in the Early Childhood Education Degree course, as it would help them to feel qualified to teach this discipline in their future professional careers. La Evaluación Formativa y Compartida (EFyC) y los aprendi-zajes significativos son deficitarios en asignaturas de edu-cación física (EF) en el Grado en Educación Infantil, por lo que es necesario analizar la percepción del estudiantado sobre las posibilidades y limitaciones de la EFyC llevada a cabo en una propuesta educativa, a partir de un Proyecto de Aprendizaje Tutorado (PAT). El enfoque metodológico es cuantitativo y el alcance descriptivo, utilizando como instrumento un cuestionario tipo Likert. La muestra es de 651 estudiantes, desde 2014 hasta 2020. Los resultados re-portan que los y las estudiantes consideran muy favorable este sistema de evaluación para la mejora de la adquisición de competencias profesionales y el desarrollo de aprendi-zajes funcionales y significativos; pero es necesario fortale-cer la negociación de evaluación al inicio de la asignatura y se requiere de un profesorado estable y con experiencia para llevar a cabo esta tipología de proyectos. Como con-clusiones, es necesario dar voz al estudiantado sobre estas posibilidades y limitaciones para mejorar la propia práctica docente en el área de EF en el Grado de Educación Infan-til, favoreciendo la sensación de sentirse capacitados para impartir esta disciplina en un futuro profesional próximo.
Databáze: OpenAIRE
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