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Estudios pedagógicos (Valdivia)

versión On-line ISSN 0718-0705

Resumen

GALLARDO FUENTES, Francisco; LOPEZ PASTOR, Víctor M.  y  CARTER TUHILLIER, Bastian. Effects of the Application of a Formative and Shared Assessment System on the Self-perception of Competences Acquired in Pre-service Teacher Education. Estud. pedagóg. [online]. 2018, vol.44, n.2, pp.55-77. ISSN 0718-0705.  http://dx.doi.org/10.4067/S0718-07052018000200055.

The objective of this study was to analyze students’ valuation of the system of formative and shared assessment (F&SA) utilized in the course “Fundamentals and didactics of body education in childhood education,” as well as their self-perception of the professional skills acquired during the course. It was carried out in a Faculty of Teacher Education at a Spanish university using a pre- and post-test design with a sample of 93 students, which was composed of two groups and courses: (a) Teaching Degree in Childhood Education (TCHE) and (b) Joint Curriculum for Childhood Education and Primary Education (JCCH&PE). The results show a high appraisal of the “advantages” of the F&SA system, while the majority of the “disadvantages” received lower results. Regarding self-perception of the acquisition of competences, most students indicated higher scores on the post-test, so we conclude that the F&SA system helped improve their competences. The data collected confirm the advantages of using F&SA systems in pre-service teacher education and their possible contribution to the development of professional skills. It is necessary to carry out more research on the latter.

Palabras clave : co-assessment; higher education; childhood education; primary education; physical education.

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