Acceso usuarios
Rodrigo Atienza Gago, Alexandra Valencia-Peris, Víctor Manuel López Pastor
This study further explores the analyses of Physical Education Teacher Education students’ experiences aboutFormative and Shared Assessment (F&SA) in Physical Education (PE) during their primary and secondaryeducation, in their perception about F&SA experienced in the subject of ‘Didactics of PE in Primary Education’; andin their expectations about its application in their future teaching practice. To this end, 42 reflection diaries werecollected that participants wrote throughout the semester. A thematic analysis was carried out using the NVivo v.10software. The main results reveal that the majority did not experience F&SA in the PE subject during their compulsoryeducation. However, after experiencing the methodin the subject, students perceive F&SA very positively,especially valuing their potential to promote more gradual, continuous, meaningful, reflective and adapted learning.They also pointed out that, for both teachers and students, it implies an increase in the workload. Finally, a large partof the participants expressed their intention to apply F&SA in their future professional practice.
The study explores in the analyses of Physical Education Teacher Education students’ experiences about Formative and Shared Assessment (F&SA) in Physical Education (PE) during their primary and secondary education, in their perception about F&SA experienced in the subject of ‘Didactics of PE in Primary Education’; and in their expectations about its application in their future teaching practice. For this, 42 reflection diaries were collected that participants wrote throughout the semester. A thematic analysis was carried out using the NVivo v.10 software. The main results reveal that the majority have not F&SA experiences in PE subject during their compulsory education. However, students, after experiencing the method in the subject, perceive F&SA very positively, especially valuing their potential to promote more gradual, continuous, meaningful, reflective and adapted learning. He also pointed out that, for both teachers and students, it implies an increase in the workload. Finally, a large part of the participants expressed their intention to apply F&SA in their future professional practice.
