Analysis of Final Year Project Syllabi in Physical Education Teacher Education: Is The Assessment Formative?

• Autores: María del Rosario Romero Martín, Daniel Caballero Juliá, Nuria Ureña Ortín, Encarnación Ruiz Lara
• Localización: Cultura, ciencia y deporte, ISSN 1696-5043, Vol. 18, Nº. 55, 2023 (Ejemplar dedicado a: Monográfico de Evaluación formativa y compartida en Educación Física. Evaluar para implicar, dialogar, compartir y aprender), págs. 215-239
• Idioma: inglés
• Títulos paralelos:
  • Análisis de las guías docentes de los Trabajos Fin de Estudios en la formación del profesorado de Educación Física ¿es formativa su evaluación?
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  • español

    The main aims of this study were to describe the syllabi of Final Year Projects (FYP) in Physical Education TeacherEducation and to analyse their formative capacity, in order to find out to what extent the assessment systemsare aligned with the current competency paradigm. A documentary analysis of 96 syllabi was carried out, 52 ofUndergraduate Degree Projects and 44 of Master’s Degree Projects, in a total of 63 universities during the academicyear 2019-2020. A panel of experts determined the formative capacity index of every syllabus, based on fourvariables of the assessment system: means, instruments, criteria and agents. A descriptive analysis and a MANOVAbiplot were conducted. The results revealed that syllabi lack relevant information on the variables studied. Thelimited student engagement and the highly productcentred assessment were noteworthy. In addition, a largenumber of degrees presented low formative capacity. This study proposes a model to analyse assessment systemsthat allows for determination of their level of alignment with the educational model in order to assess FYP syllabi’squality, both by the teaching staff and the institutions.

  • English

    The main objective of this study was to analyse the state of the teaching guides for Final Degree Projects (TFE) in Physical Education Teacher Training in terms of their formative capacity, in order to find out to what extent the assessment systems are aligned with the current competency paradigm. A documentary analysis was carried out of 99 teaching guides, 52 for Final Degree Projects and 44 for Master's Degree Projects, in a total of 63 different universities in the 2019-2020 academic year. A panel of experts determined the educational capacity index of each teaching guide, based on four variables: means, instruments, criteria and agents. A descriptive analysis was applied, as well as a MANOVA Biplot. The results showed that the teaching guides lack relevant information on the variables studied, highlighting the lack of student involvement and an evaluation focused on the product. In addition, a large number of universities obtained a low training potential. This work provides a model to analyze evaluation systems, which allows us to know their alignment with the educational model in order to evaluate the quality of the KETs programmes, both on the part of the teaching staff and the institutions.