Desarrollando sistemas de evaluacion formativa y compartida en la docencia universitaria. Analisis de resultados de su puesta en practica en la formacion inicial del profesorado.
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| Title: | Desarrollando sistemas de evaluacion formativa y compartida en la docencia universitaria. Analisis de resultados de su puesta en practica en la formacion inicial del profesorado. |
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| Alternate Title: | Palabras clave. |
| Authors: | López Pastor, VictorM.1 (AUTHOR) vlopez@mpc.uva.es |
| Source: | European Journal of Teacher Education. Aug2008, Vol. 31 Issue 3, p293-311. 19p. 1 Diagram, 8 Charts, 2 Graphs. |
| Subject Terms: | *Higher education, *Physical education teachers, *Physical education, *Teacher training, *Learning, *Academic motivation, *Academic achievement, *Education research |
| Abstract (English): | In this article we present the results obtained from implementing a formative and shared assessment system in higher education (in initial physical education teacher education). This research on teacher education has been developing for more than 11 years. In this article, we present the objective of the study, a review of the literature on the topic, the methodology used, and the results obtained. Empirical data show that the assessment system has important advantages in teacher education and education generally: greater application and motivation of students, improved quality of learning processes, better learning and professional competence acquisition, better academic performance. Obviously, there are some difficulties, too, although these can be minimised and overcome with appropriate planning of the educational project and continuous assessment. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | En este trabajo presentamos los resultados obtenidos en la puesta en práctica de un sistema de evaluación formativa y compartida en la docencia universitaria, en la formación inicial del profesorado, dentro de la titulación de Maestro especialista en Educación Física. Se trata de una línea de trabajo e investigación que llevamos 11 años desarrollando en la formación inicial del profesorado. A lo largo del documento presentamos el objeto de estudio, una revisión del estado de la cuestión, la metodología empleada y los resultados encontrados. Los datos empíricos muestran que el desarrollo de este tipo de sistemas de evaluación genera considerables ventajas en la formación del profesorado: mayor implicación y motivación del alumnado, calidad de los procesos de aprendizaje, incremento del aprendizaje y de las competencias profesionales a adquirir; mejora muy significativa del rendimiento académico. Lógicamente, también posee una serie de dificultades e inconvenientes, aunque estos últimos pueden ser minimizados y superados con una adecuada planificación del proyecto docente y su evaluación continua. [ABSTRACT FROM AUTHOR] |
| Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | In this article we present the results obtained from implementing a formative and shared assessment system in higher education (in initial physical education teacher education). This research on teacher education has been developing for more than 11 years. In this article, we present the objective of the study, a review of the literature on the topic, the methodology used, and the results obtained. Empirical data show that the assessment system has important advantages in teacher education and education generally: greater application and motivation of students, improved quality of learning processes, better learning and professional competence acquisition, better academic performance. Obviously, there are some difficulties, too, although these can be minimised and overcome with appropriate planning of the educational project and continuous assessment. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02619768 |
| DOI: | 10.1080/02619760802208452 |
