Autoevaluación y autocalificación en el grado en ciencias de la actividad física y del deporte: Estudio censal de las guías docentes

  1. Juan Fraile 2
  2. Ernesto Panadero 1
  3. Rodrigo Pardo 3
  1. 1 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

  2. 2 Universidad Francisco de Vitoria
    info

    Universidad Francisco de Vitoria

    Pozuelo de Alarcón, España

    ROR https://ror.org/03ha64j07

  3. 3 Universidad Politécnica de Madrid
    info

    Universidad Politécnica de Madrid

    Madrid, España

    ROR https://ror.org/03n6nwv02

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Revista:
Profesorado: Revista de curriculum y formación del profesorado

ISSN: 1989-6395,  1138-414X

Año de publicación: 2018

Volumen: 22

Número: 3

Páginas: 163-182

Tipo: Artículo

DOI: 10.30827/PROFESORADO.V22I3.7997 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Profesorado: Revista de curriculum y formación del profesorado

Objetivos de desarrollo sostenible

Resumen

The Bologna Process understands assessment as a part of the teaching and learning process. It is socalled formative assessment, being self-assessment an essential part of it. Self-assessment can be conceived having two potential actions. First, as a teaching and learning method, being its purpose to teach students how to assess their own work. Second, as self-grading, in order to grade their own achievement with direct impact in their final mark of the course. This study aims to explore the use of self-assessment and self-grading processes in the Degree in Sport Science. 1,761 teaching guides from the syllabus of the 40 Spanish university faculties with attendance studies were analyzed. Thus, this is a population-based study. Results showed that self-assessment is presumably used in 14.99% of subjects: 7.55% with formative purposes, 9.43% as self-grading and 1.65% employ both. Significant differences were found for ownership, university, region and number of credits. Increased use in some regions and universities shows the territorial influence and the existence of teachers´ communities of practice. These results are far lower compared both to another similar research based on self-reported data collected by surveys (Panadero, Brown, & Courtney, 2014), in which 89.7% of teachers reported they use self-assessment and 66.2% self-grading. Therefore, this research is relevant to provide a suitable overview of the implementation of self-assessment and self-grading in the Degree in Sports Science.

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Fuente de los datos: Dialnet