Acceso usuarios
Cristina Pascual Arias, Víctor Manuel López Pastor, David Hortigüela Alcalá
This study presents the research outcomes of a Formative and Shared Assessment experience in future EarlyChildhood Education teachers over two consecutive academic years, paying special attention to the assessmentsystem’s advantages and disadvantages, student’s academic performance and teacher and student workload.It was a developmental longitudinal ex-post-facto study conducted in one cohort of pre-service teacher education(PSTE), applied to two consecutive courses of the Early Childhood Education Degree related to Physical Education.The data collection instruments were an anonymous student questionnaire, validated by Castejón-Oliva et al.(2015) and the best practices reports proposed by the Formative and Shared Assessment Network, filled in by thecourse teachers. The results revealed that students found more advantages than disadvantages in the assessmentsystem in both courses. Besides, academic performance was observed to be very positive, and it was higher in thesecond course, compared to the first one. Furthermore, there was a high correlation between workload and academic performance in both courses.
The aim of this study is to verify the results of the Formative and Shared Assessment system (advantages and disadvantages of the system, students’ academic performance and the workload of teachers and students). It is an ex-post-facto longitudinal study in the same cohort of Pre-Service Teacher Education, specifically in the Grade of Preschool Education, experienced in two successive subjects, taken by 41 and 52 students respectively. The data collection instruments used are an anonymous student questionnaire, validated by Castejón et al. (2015) and the Formative and Shared Assessment Network’s good practice reports by the teachers who taught these subjects. The results show that students find more advantages than disadvantages in the assessment system in both subjects. It also shows that the students’ academic performance is very positive, increasing in the second year compared to the first. Moreover, the workload of both subjects is proportional to their ECTS credits.
