Acceso usuarios
Zaragoza, España
The adoption of a competency-based education model in university teaching brings up the debate about theovertaking of traditional assessment methods by new systems, such as formative assessment. The aim of thisstudy was to analyse the level of presence of formative assessment in general and specific courses of theTeacher Education for Secondary School, Vocational Training, Languages, Arts and Sports master’s degree,with major in Physical Education, of a Spanish public university, and to explore professors’ perceptions. To doso, a complementary mixed quantitative and qualitative design case study was carried out, where data fromtwelve courses were obtained through the instrument for analysis of syllabus assessment systems (IASEG) and indepthinterviews with five professors. The results revealed the use of formative assessment, with no significantdifferences between general and specific courses. On the other hand, diversity was detected among professors interms of their knowledge on this type of assessment and its implementation in the courses. In conclusion, an incipientinterest in this type of assessment was observed. However, a number of obstacles were noticed, such as a contextthat was still unfamiliar with this practice and the lack of training of some professors.
TThe adoption of a competencies-based education model in university teaching brings up the debate on the overtaking of traditional assessment methods by new systems, such as the formative assessment. Under this approach, the present study is presented so as to analyse, in the light of formative assessment and teacher competences, the assessment systems in Physical Education teacher training in the Master's Degree in Teaching in Secondary, Baccalaureate, Vocational Training and Teaching of Languages, Arts and Sports in a Spanish Public University. Therefore, a mixed quantitative and qualitative complementary design case study is carried out, in which data is obtained from the Instrument for the analysis of the teaching guides’ assessment systems (IASEG) of twelve subjects and in-depth interviews with five teachers. There is a great difference between subjects in terms of using formative assessment and among teachers in terms of training in formative assessment and the implementation of it in class. In conclusion, an incipient support is observed for this type of assessment due to the benefits it brings in the teaching-learning process; however, there are obstacles such as the limitations generated by a context that isn’t used to this practice and the lack of training of some teachers.
