Resumen de Possibilities and limitations of formative assessment in Physical Education of Early Childhood Education Degree

Carolina Nieva Boza, María Lourdes Martínez Mínguez, Laura Moya Prados

• español

  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 thepossibilities 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, whichwas quantitative while the scope was descriptive. The study was carried out on a sample of 651 students between 2014and 2020. The results show that the students considered the F&SA approach useful for improving their acquisition ofprofessional skills and the development of functional and meaningful learning. They also thought it was necessaryto strengthen the negotiation of this assessment at the beginning of the subject and that a stable and experiencedteaching staff was required to carry out this type of project. From the results we concluded that students shouldbe given a voice in these possibilities and limitations to improve their own teaching practice in the area of PE in theEarly Childhood Education Degree course, as it would help them to feel qualified to teach this discipline in their futureprofessional careers.

• English

  Formative and Share Assessment (F&SA) and significant learning are deficient in physical education (PE) subjects in Early Childhood Education Degree, so it is necessary to analyse the perception of students about possibilities and limitations of  F&SA carried out in an education proposal, based on a Project Oriented Learning (POL). The methodological approach is mixed and the scope is descriptive, using a Likert scale questionnaire. The sample is 651 students, from 2014 to 2020. The results report that the students consider this F&SA very favourable to improve the acquisition of professional skills and the development of functional and meaningful learning; but it is necessary to strengthen the negotiation of this assessment at the beginning of the subject and a stable and experienced teaching staff is required to carry out this type of project. In conclusion, it is necessary to give students a voice about these possibilities and limitations to improve their own teaching practice in the area of PE in the Early Childhood Education Degree, favouring the feeling qualified to teach this discipline in the near professional future.