Empleo de la autoevaluación en el grado en ciencias de la actividad física y del deporte
- Fraile Ruiz, Juan
- Pardo García, Rodrigo
- Panadero, Ernesto
- González-Fernández, Natalia (coord.)
- Salcines Talledo, Irina (coord.)
- García Ruiz, María Elena (coord.)
Publisher: Editorial de la Universidad de Cantabria ; Universidad de Cantabria
ISBN: 978-84-8102-761-7
Year of publication: 2015
Congress: Congreso Internacional de Evaluación Formativa y Compartida en Docencia Infantil, Primaria, Secundaria y Universitaria (9. 2015. Santander)
Type: Conference paper
Abstract
The study aimed to explore the use of self-assessment in a real context. In this contribution we understand self-assessment as two different options: (1) formative approach with the purpose of teaching students how to assess their own work, and (2) self-grading in order to grade their achievement with direct correspondence in their final mark of the course. 1,789 teaching guides from the syllabus of the 40 Spanish university faculties with attendance studies in the Degree of Physical Education and Sports Sciences were analyzed. Results showed that self-assessment is presumably used in 13.19% of subjects: 4.19% with formative purposes and 9% as self-grading. These statistical data are far lower compared both to another similar research (Panadero et al., 2014) and to the importance of self-assessment.