The purpose of this study is to analyze the perception of students, graduates, and lecturers in relation to systems of formative and shared assessment and to the acquisition of teaching competences regarding communication and the use of Information and Communications Technology (ICT) in initial teacher education (ITE) on degrees in Primary Teaching Physical Education (PTPE) and Physical Education and Sports Science (PESS). An ad hoc questionnaire was applied to a total sample of 1,243 students, 487 graduates and 345 lecturers from 24 Spanish universities that cover most of Spain’s Regional Autonomous Communities. The results from the questionnaires indicate that for all three groups the most relevant element in the assessment process is the teacher-student interaction, and the second most relevant are the competences in interpersonal relationships. Significant differences are also found in practically all the items in the questionnaire between the responses of lecturers and students and between those of students and graduates. In our detailed study of the perceptions of students regarding their competence in ICT, those taking the degree in PTPE perceive a greater use of ICT than those taking the degree in PESS. The same difference was found with students under 22 years of age in relation to the older students. No gender differences were found. La finalidad de este estudio es analizar la percepción del profesorado, alumnado y egresados en relación a los sistemas de evaluación formativa y compartida y a la adquisición de competencias docentes respecto a la comunicación y al uso de las TIC, en la formación inicial en el Grado de Maestro de Primaria (Educación Física) y en el Grado en Ciencias de la Actividad Física y el Deporte (CCAFD). Se ha aplicado una escala diseñada «ad hoc» en una muestra total de 1.243 estudiantes, 487 egresados y 345 profesores de 24 Universidades españolas que abarcan la mayoría de las Comunidades Autónomas. Los resultados indican que para los tres colectivos el elemento más relevante en el proceso de evaluación es la interacción profesores-estudiantes y, en segundo lugar, las competencias en relaciones interpersonales. También que existen diferencias significativas en prácticamente todos los ítems entre los profesores y los estudiantes y entre estos y los egresados. En el estudio pormenorizado de la percepción de las competencias TIC por parte de los estudiantes, los procedentes del Grado de Maestro de Primaria perciben una mayor utilización de las TIC que los de CCAFD; lo mismo ocurre con los menores de 22 años en relación a los más mayores. No se han encontrado diferencias en función del género.
López-Pastor, Víctor (2015). Divergencias del alumnado y del profesorado universitario sobre las dificultades para aplicar la evaluación formativa. RELIEVE, 21 (1), art. ME5. ResumenLa evaluación formativa supone un claro cambio en la forma de plantear la evaluación en la docencia universitaria. Su aplicación no está exenta de cierta controversia, y sobre todo de dificultades, que hacen que alumnado y profesorado tengan distintas perspectivas. El objetivo del presente estudio ha sido comprobar las divergencias del alumnado y del profesorado cuando se diseña y se ponen en práctica sistemas de evaluación formativa. Se ha utilizado un cuestionario para el alumnado (N=3013) y los informes elaborados por el profesorado (N=46) aplicados durante el curso 2012-13. Los resultados muestran que la evaluación formativa es bastante exigente para el alumnado, aunque también muestran una alta satisfacción del alumnado con la misma, particularmente con la calificación. Un inconveniente que refleja el alumnado parece ser la acumulación de trabajo al final del proceso, lo cual resulta paradójico y requiere de una investigación más profunda en el futuro. El profesorado también muestra una alta satisfacción con este tipo de evaluación, aunque tengan una mayor carga de trabajo. Se observan escasas discrepancias entre los dos colectivos (alumnado y profesorado). En el estudio se proponen recomendaciones de puesta en práctica en cuanto al diseño y la planificación para investigaciones futuras. Las limitaciones se observan en cuanto a la población participante en el estudio, con el fin de que puedan generalizarse los resultados. Palabras clave:Evaluación Formativa; Evaluación participativa; Educación Superior; Percepción del estudiante universitario; Percepción del docente AbstractFormative Assessment shows a clear change in how to approach the evaluation of university teaching. The application of Formative Assessment is not without some controversy, and above all difficulties due to students and teachers having different perspectives. The objective of the present study was to check the differences of students and teachers when formative assessment systems are designed and put into practice. A questionnaire was used for students (N = 3013) and a report prepared by the teachers (N = 46). Both were taken from the academic year 2012-13. The results show that formative assessment is quite demanding for students, but also that students are highly satisfied with it, particularly with grades. A problem that the students reflect seems to be the accumulation of work at the end of the process, which is paradoxical and will requires further research in the future. Teachers also show a high satisfaction with this type of assessment, even if they have a greater workload. There are few differences between the two groups (students and teachers). The study proposes recommendations for implementation in terms of design and planning for future research. The limitations of the research can be seen in terms of participating in the study population, so...
The purpose of this study was to analyse the extent to which the implementation of formative assessment systems in higher education influences students' academic performance; student and teacher workloads; and student satisfaction with such processes. Data come from 39 cases that apply formative assessment systems in higher education, which correspond to 15 Spanish universities and cover a total of 30 different tutors and 3625 students. Descriptive statistics and ANOVAS have been applied. The results suggest that the development of formative assessment systems: (a) produces a significant improvement in the academic performance of students; (b) is a workload that can be managed within the academic work set, both for students and teachers; and (c) that students show high levels of satisfaction with the formative assessment systems in which they participate and consider that they learn better with these as opposed to more traditional models.
El objetivo de este estudio es analizar las ventajas e inconvenientes que encuentra el alumnado universitario que cursa asignaturas en las que se implementan sistemas de evaluación formativa de competencias. Desde una metodología cuantitativa, descriptiva y no comparativa, se han analizado las opiniones de 5.419 estudiantes, que han cursado 70 asignaturas en 16 universidades españolas durante los cursos 2011-2012 y 2012-2013, a través de una escala de opinión tipo Likert. Los resultados muestran como ventajas las referidas al protagonismo del alumnado, la individualización de la enseñanza y del grado y tipo de aprendizaje; y unos inconvenientes en referencia a la dedicación del estudiante, su compromiso individual y grupal y la carga de trabajo que suponen para el alumnado estos sistemas de evaluación. AbstractThe objective of this study is analyzing the advantages and disadvantages of university students who study subjects that develop systems of skills formative assessment. Following a quantitative, descriptive and non-competitive methodology, we have analyzed the opinions of 5,419 students who have studied 70 subjects at 16 Spanish universities in the years 1011-2012 and 2012-2013, through a Likert scale opinion. The results show the advantages of the student's importance, the individualization of the teaching practice and the type of learning achievement, and some disadvantages referring to the student's devotion, their individual and group commitment and the workload that formative assessment system involve.
Resumen:La evaluación formativa ha sido considerada como un elemento altamente coherente en el diseño de programas docentes universitarios basados en competencias. A partir de esta concepción formativa de la evaluación, el objetivo de este estudio se ha centrado en alcanzar un consenso de expertos para crear y validar un instrumento que permita valorar la eficacia de los sistemas de evaluación, presentes en las guías universitarias de la formación inicial del profesorado, para detectar el grado de adquisición de competencias docentes. Se utilizó para ello el método Delphi. Inicialmente, a partir de una exhaustiva revisión bibliográfica y de un ciclo de juicios de expertos, se identificaron las dimensiones y elementos constitutivos de los sistemas de evaluación, creándose un primer instrumento para el análisis de los mismos. Posteriormente, el instrumento se envió en dos rondas al grupo de expertos, mediante el que se llegó a consensos óptimos sobre el nivel de eficacia de los distintos elementos de los sistemas de evaluación para valorar competencias docentes. Finalmente, se efectuó una prueba piloto en la que tres evaluadores analizaron una muestra de guías docentes aplicando el instrumento. El grado de acuerdo entre expertos para la delimitación de los ítems y dimensiones, la compactibilidad hallada durante el análisis Delphi y la concordancia de evaluadores en la prueba piloto, arrojaron datos que permitieron concluir la validez del instrumento diseñado.
Body Expression (BE) has been defined in the past few decades as a discipline within Physical Education (PE) with very particular characteristics and a strong emotional component. In this study, a BE program was applied with university Physical Activity and Sports Sciences (PASS) students from six consecutive academic years: three prior to and three during the COVID-19 pandemic. A pre-post design was used to determine how the BE program affected the university students’ self-concept (SC). Thus, a questionnaire with a multidimensional approach to this construct was administered, with dimensions closely related to the BE program characteristics. The results revealed significant improvements in the final SC, compared to the initial SC. The men reported lower SC values than the women before the program’s implementation, but higher at the end. Therefore, the change was greater in the men, so the program may have had an equalizing effect between the groups. It was also verified that the pandemic had particularly affected the women.
Body Expression (BE) has been defined in the past decades as a discipline within Physical Education (PE) with very particular characteristics and a strong emotional component. In this study, a programme of this discipline was applied to university Physical Activity and Sports Sciences (PASS) students from six consecutive academic years: three prior to and three during the pandemic. A pre-post design was used to determine how the BE programme affected the university students' self-concept (SC). To do so, a questionnaire with a multidimensional approach to this construct was administered, whose dimensions were closely related to the BE programme's characteristics. The results revealed significant improvements in the final SC, compared to the initial SC. Men reported lower SC values than women before the programme implementation, but higher at the end. Therefore, the change was larger in men, so the programme may have had an equalising effect between groups. It was also verified that the pandemic had particularly affected women.
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