Assessment for Learning in Physical Education: The What, Why and How

Analysis of student motivation towards body expression through the use of formative and share assessment (Análisis de la motivación del alumnado hacia la expresión corporal a través del uso de la evaluación formativa y compartida)

“…The way in which the formative assessment was used during the process allowed the students to be more focused on the task (Chng & Lund, 2019), knowing that they would have two chances to show their work to the rest of their classmates and to the teacher, while receiving feedback to improve their expressive production. According to recent studies, it has been clearly indicated that the application of formative assessment processes in PE is advisable in order to promote student learning (Chng & Lund, 2018). This learning requires the use of instruments that allow students to self-regulate (Duncan & Buskirk-Cohen, 2011), which occurs most effectively when the possibility of implementing triadic assessment strategies is offered (Hortiguela-Alcalá, Pérez-Pueyo & Abella, 2015).…”

“…This has an influence in the value that teachers give to their own body, with certain tensions and expectations regarding the typology of the body and its influence on professional development (González-Calvo, Varea & Martínez-Álvarez, 2019). With reference to this, formative and shared assessment processes are shown to be ideal for the use of assessment as a tool that enhances: a) selfregulation and awareness of learning from students; b) extrapolation of learning to a variety of contexts (Chng & Lund, 2018) Currently, there are many evidences that show that within PE, both body language and assessment are two elements where further work and research are needed. Here is where the principle of «reason in action» (Tardif & Gauthier, 2008) has an important role, since it advocates the implementation of reasoning processes by teachers solve what happens in the classroom.…”

The philosophy of performance -based evaluation and grading standards in light of contemporary educational trends in some courses at the faculty of physical education

“…(16) has been deleted so that the scale becomes in its final form 40 phrases; appendix (3). Positive phrases come in numbers (1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 14, 17,18,19,20,21,22,23,24,25,26,28,29,30,31,32,33,34,35,36,37,38,39,40). The responses are as follows; yes = 3 to some extent = 2 No = 1 while negative phrases come in numbers (13,15,16,27) so that the response is, yes = 1 to some extent = 2, no = 3, as in appendix (3).…”

“…The grade placement process can also be a holistic process that looks at the student's performance in a holistic manner or an analytical process that divides performance into different elements, each of which is evaluated separately (3: 214). Carroll, B. (2005) indicates that the main focus is on the assessment process in the field of physical education through product assessment as the performance assessment in sports activities such as track and field events focuses on measuring time or the final result of performance (record level),it is an objective and reliable measure that is used by the sports institutions that the time and distance criteria are based on the students' grades, which differ from the open skills as in team games (23:37).…”

Experiencia de Mobile Learning, evaluación formativa y compartida en el Grado en Magisterio en Educación Primaria en la Universidad de Cantabria

“…En el ámbito de la Educación Física y a nivel nacional, la evaluación formativa y compartida ha sido principalmente tratada, aplicada e investigada por la Red de Evaluación Formativa y Compartida en Educación (REFYCE, 2019), estando algunos de sus últimos trabajos publicados dedicados a la percepción de competencia y motivación en los maestros de esta especialidad (Estevan, Molina-García, García-Massó, & Martos, 2018) o la adquisición de competencias docentes (Cañadas Martín, 2018). A nivel internacional, los estudios más recientes se han centrado en diferenciar la terminología y propósitos de la evaluación formativa respecto a la evaluación para el aprendizaje (Chng & Lund, 2018) o estudiar las diferentes versiones que existen de la evaluación formativa y sus resultados (Tolgfors, 2018). Aunque el Mobile Learning y los smartphones han sido utilizados en procesos de evaluación formativa y compartida tanto a nivel nacional (González-Fernández & Salcines-Talledo, 2017; Ramírez García, 2015) como internacional (Hwang & Chang, 2011;Nikou & Economides, 2018), en el ámbito de la Educación Física no se encontraron experiencias similares.…”