Avaluació formativa i compartida en la formació inicial del professorat d'Educació Física. Una aproximació des de la perspectiva de l'alumnat
The general purpose of this PhD is to analyse the experiences, perceptions and expectations of Formative and Shared Assessment (FSA) of Primary Physical Education Teacher Education (PETE) students. Six studies are developed in order to achieve this purpose. The first two articles focus on the experiences of a group of Primary PETE students around the assessment that was carried out in the subject of Physical Education (PE) during their schooling period. For this reason, a qualitative study was developed with 45 university students from the Faculty of Education. Each participant wrote a retrospective account of their experiences and participated in two focus groups. Articles 3 and 4 show the guidelines of the FSA system that was applied in the particular subject of ‘Didactics of Physical Education in Primary Education’ as part of the Primary PETE programme. The fifth article precisely analyses how Primary PETE students perceive the application of FSA described in Articles 3 and 4. Specifically, it focuses on the advantages and limitations they perceive during the development of this model and their degree of satisfaction. To achieve this goal, the scale ‘Questionnaire on physical education methodology and evaluation in PETE’ was applied to a sample of 136 undergraduate students. Descriptive statistical analyses were performed by counting frequencies, mean and percentages, as well as by bivariate correlations using the Spearman rho coefficient. The latest study delves into the FSA experiences of Primary PETE students during their compulsory schooling period, their perceptions of the FSA application in the subject of ‘Didactics of Physical Education in Primary Education’, as well as their expectations of using FSA in their future work as teachers. For this purpose, the reflection diaries of the participating students were collected (a total of 42) and a thematic analysis was applied to the narratives contained. The main results reflect that the experiences of Primary PETE students during their schooling period were marked by traditional assessment processes, which were far from the FSA model. This creates suspicions among them during their contact with FSA processes at the university. However, these students positively receive the FSA experiences during their Primary PETE programme, highlighting its advantages over its limitations. In this sense, the worthwhile aspects considered by the students are that the FSA offered them a more gradual, continuous, meaningful, reflective and adapted learning. The main FSA limitation for students and teachers refers to the increase in their daily workload. Finally, a large number of Primary PETE students express their intention to apply FSA models in their future professional practice. We consider that this PhD may be of interest for teachers and researchers with concerns about alternative assessment models in higher education, specifically in Primary PETE programmes.