Peer Assessment in Physical Education: A Systematic Review of the Last Five Years

Bores-García, Daniel; Hortigüela-Alcalá, David; González-Calvo, Gustavo; Barba-Martí­n, Raúl A.

doi:10.3390/su12219233

Cited by 32 publications

(15 citation statements)

References 74 publications

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“…The absence of studies on self-assessment in physical education in the primary stage was conspicuous in this systematic review. These results do not coincide with the recent review conducted by Bores-García, Hortigüela-Alcalá González-Calvo, and Barba-Martín [42] on coassessment in physical education. In that study, the primary stage was represented by coassessment formative assessment strategies.…”

Section: Educational Stagecontrasting

confidence: 99%

Systematic Review of Self-Assessment in Physical Education

Otero-Saborido

Torreblanca-Martínez

González-Jurado

2021

IJERPH

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Self-assessment is among the most impactful processes in student learning. Since no review of this process was found in the field of physical education (PE), the objective of this work was to perform a systematic review of the literature published over the last five years on the self-assessment of PE students in formal education contexts. The review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards. Inclusion and exclusion criteria were established to select the articles. A total of three researchers independently applied the above criteria and obtained a total of thirteen studies. After synthesising the results by category, we found that: a majority of the studies were conducted in Europe; all 13 studies covered the educational stages of either secondary or higher education; an even number of qualitative and quantitative approaches were distributed among the studies; some studies focused on specific sports or contents, while others were applicable to any subject; and, finally, depending on the research design adopted, the results described self-assessment strategy processes, improvements in learning, drew descriptive portraits of students regarding health, or reflected students’ positive perceptions of self-assessment. It is necessary to conduct further studies on PE students’ self-assessment, especially in primary education.

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Section: Educational Stagecontrasting

confidence: 99%

Systematic Review of Self-Assessment in Physical Education

Otero-Saborido

Torreblanca-Martínez

González-Jurado

2021

IJERPH

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“…This is because the developed teamwork skill instrument is not accompanied by a detailed rubric. Students should utilize a checklist or some sort of grading rubric to assess each other or as a group to illustrate what is being done, how acceptable it is, and what needs further work (Bores-García et al, 2020). Overall, the results of the three assessments showed that The STEM project-based learning is effectively able to train students' teamwork skills.…”

Section: Join the Teammentioning

confidence: 99%

Teamwork skills assessment for STEM Project-Based Learnig

Shofiyah

Wulandari²,

Mauliana³

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study developed an instrument for assessing undergraduate students’ teamwork skills in designing and creating team product in the context of science, technology, engineering, and mathematics (STEM) learning. The development stage follows the stages of the R & D method developed by Barg and Gall. Teamwork skills instrument that has been declared valid qualitatively and quantitively as well as are implemented in STEM project-based learning using one shot-case study design in three different courses. The teamwork skills are measured based on self-assessments, peer-assessment, and facilitator evaluations. The scores obtained from three sources of assessment are analyzed, using descriptive statistics and ANOVA. The results show that the teamwork skill instrument is valid and reliable to measure the students’ collaborative skills in the STEM Project. In addition, the results of the three assessments showed that The STEM project-based learning is effectively able to train students' teamwork skills

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“…La evaluación entre pares o coevaluación favorece la autorregulación y la autonomía, permite que el estudiantado se involucre más en su aprendizaje, adquiera mayores responsabilidades e incremente su motivación (Bores-García et al, 2020;Panadero & Alonso-Tapia, 2013).…”

Section: Actoresunclassified

¿Cómo evalúan los profesores de Educación Física? Análisis de su acción evaluativa

Toro-Suaza¹,

Chaverra

2022

recie

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En la educación, la evaluación es un tema álgido, porque en ella concurren múltiples miradas, funciones y concepciones, por lo que algunos autores la consideran un aspecto de gran complejidad. Este texto presenta los resultados parciales de una investigación más amplia sobre las percepciones y la acción evaluativa de estudiantes y profesores de Educación Física. En este artículo se presentan los hallazgos sobre uno de sus objetivos: analizar la acción evaluativa que realiza el profesorado durante una unidad didáctica. Se optó por una metodología de corte cualitativo, teniendo como perspectiva el estudio de caso múltiple. Se utilizaron la entrevista, la observación y el cuestionario como estrategias de recolección de información. Los participantes fueron 49 estudiantes de educación secundaria y media de Medellín (Colombia) y dos profesores de Educación Física. Entre los hallazgos más importantes se encontró que los profesores son los principales protagonistas de la evaluación y que la calificación surge fundamentalmente por contenidos actitudinales como la participación y el porte adecuado del uniforme. De otro lado, la participación de los estudiantes en la evaluación es mínima, solo se dio a través de la autocalificación que realizan al finalizar la unidad didáctica. En conclusión, la acción evaluativa del profesorado está fuertemente ligada a una racionalidad técnica en la que se reproduce el sistema tradicional de evaluación con fines de control y medición.

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Peer Assessment in Physical Education: A Systematic Review of the Last Five Years

Cited by 32 publications

References 74 publications

Systematic Review of Self-Assessment in Physical Education

Systematic Review of Self-Assessment in Physical Education

Teamwork skills assessment for STEM Project-Based Learnig

¿Cómo evalúan los profesores de Educación Física? Análisis de su acción evaluativa

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