Students’ perceptions of a graduated scale used for self-assessment and peer-assessment of written work in pre-service physical education teacher education (PETE))

López Pastor, Víctor Manuel; Pérez Pueyo, Ángel; Barba, José; Lorente Catalán, Eloísa

Students’ perceptions of a graduated scale used for self-assessment and peer-assessment of written work in pre-service physical education teacher education (PETE))

The aim of this study was to identify the perception of university students on Pre-service Teacher Education (PTE) courses on the importance and functionality of assessment criteria rubrics when undertaking written group assignments. Secondary objectives of the work included: analyzing the importanc...

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Authors:	López Pastor, Víctor Manuel, Pérez Pueyo, Ángel, Barba, José, Lorente Catalán, Eloísa
Format:	article
Publication Date:	2016
Country:	España
Institution:	Universidad Católica San Antonio de Murcia (UCAM)
Repository:	RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murcia
OAI Identifier:	oai:repositorio.ucam.edu:10952/6000
Online Access:	http://hdl.handle.net/10952/6000 https://doi.org/10.12800/ccd.v11i31.641
Access Level:	Open access
Keyword:	Scoring rubrics Escalas graduadas Formative assessment Pre-service physical education teacher education Autoevaluación Rúbricas Formación inicial del profesorado de educación física Self-assessment Rubric Evaluación formativa

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network_name_str	España
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dc.title.none.fl_str_mv	Students’ perceptions of a graduated scale used for self-assessment and peer-assessment of written work in pre-service physical education teacher education (PETE)) Percepción del alumnado sobre la utilización de una escala graduada para la autoevaluación y coevaluación de trabajos escritos en la formación inicial del profesorado de educación física (FIPEF)
title	Students’ perceptions of a graduated scale used for self-assessment and peer-assessment of written work in pre-service physical education teacher education (PETE))
spellingShingle	Students’ perceptions of a graduated scale used for self-assessment and peer-assessment of written work in pre-service physical education teacher education (PETE)) López Pastor, Víctor Manuel Scoring rubrics Escalas graduadas Formative assessment Pre-service physical education teacher education Autoevaluación Rúbricas Formación inicial del profesorado de educación física Self-assessment Rubric Evaluación formativa
title_short	Students’ perceptions of a graduated scale used for self-assessment and peer-assessment of written work in pre-service physical education teacher education (PETE))
title_full	Students’ perceptions of a graduated scale used for self-assessment and peer-assessment of written work in pre-service physical education teacher education (PETE))
title_fullStr	Students’ perceptions of a graduated scale used for self-assessment and peer-assessment of written work in pre-service physical education teacher education (PETE))
title_full_unstemmed	Students’ perceptions of a graduated scale used for self-assessment and peer-assessment of written work in pre-service physical education teacher education (PETE))
title_sort	Students’ perceptions of a graduated scale used for self-assessment and peer-assessment of written work in pre-service physical education teacher education (PETE))
dc.creator.none.fl_str_mv	López Pastor, Víctor Manuel Pérez Pueyo, Ángel Barba, José Lorente Catalán, Eloísa
author	López Pastor, Víctor Manuel
author_facet	López Pastor, Víctor Manuel Pérez Pueyo, Ángel Barba, José Lorente Catalán, Eloísa
author_role	author
author2	Pérez Pueyo, Ángel Barba, José Lorente Catalán, Eloísa
author2_role	author author author
dc.subject.none.fl_str_mv	Scoring rubrics Escalas graduadas Formative assessment Pre-service physical education teacher education Autoevaluación Rúbricas Formación inicial del profesorado de educación física Self-assessment Rubric Evaluación formativa
topic	Scoring rubrics Escalas graduadas Formative assessment Pre-service physical education teacher education Autoevaluación Rúbricas Formación inicial del profesorado de educación física Self-assessment Rubric Evaluación formativa
description	The aim of this study was to identify the perception of university students on Pre-service Teacher Education (PTE) courses on the importance and functionality of assessment criteria rubrics when undertaking written group assignments. Secondary objectives of the work included: analyzing the importance of having prior knowledge of the grading criteria for assignments that were to be assessed; identifying whether students had prior experience of this type of assessment instrument; discovering the students’ opinion on whether the rubric helped them complete the exercise and to do it better; and learning whether they intended to use this type of instrument in their future roles as teachers. The study was carried out within three PETE departments in Spanish universities. The same protocol was employed during the preparation and the formative and summative assessment of a group written document, combining self-assessment, group peer-assessment and tutor assessment using an ad-hoc designed instrument. Once the assignment was completed, a questionnaire was administered to all of the students involved and a sample was selected to carry out informal interviews. The results of the study indicate that: (a) prior knowledge of the grading criteria helped them to perform the task better; (b) there were significant differences in the students’ previous experiences of this type of assessment instrument, depending on the university where they studied; (c) students felt that using a rubric whilst undertaking a group assignment was very valuable; and (d) students indicated a high level of intention to use this type of instrument within their own future roles as teachers
publishDate	2016
dc.date.none.fl_str_mv	2016
dc.type.none.fl_str_mv	info:eu-repo/semantics/article
format	article
dc.identifier.none.fl_str_mv	http://hdl.handle.net/10952/6000 https://doi.org/10.12800/ccd.v11i31.641
url	http://hdl.handle.net/10952/6000 https://doi.org/10.12800/ccd.v11i31.641
dc.language.none.fl_str_mv	Español
language_invalid_str_mv	Español
dc.rights.none.fl_str_mv	info:eu-repo/semantics/openAccess
eu_rights_str_mv	openAccess
dc.source.none.fl_str_mv	reponame:RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murcia instname:Universidad Católica San Antonio de Murcia (UCAM)
instname_str	Universidad Católica San Antonio de Murcia (UCAM)
reponame_str	RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murcia
collection	RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murcia
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spelling	Students’ perceptions of a graduated scale used for self-assessment and peer-assessment of written work in pre-service physical education teacher education (PETE))Percepción del alumnado sobre la utilización de una escala graduada para la autoevaluación y coevaluación de trabajos escritos en la formación inicial del profesorado de educación física (FIPEF)López Pastor, Víctor ManuelPérez Pueyo, ÁngelBarba, JoséLorente Catalán, EloísaScoring rubricsEscalas graduadasFormative assessmentPre-service physical education teacher educationAutoevaluaciónRúbricasFormación inicial del profesorado de educación físicaSelf-assessmentRubricEvaluación formativaThe aim of this study was to identify the perception of university students on Pre-service Teacher Education (PTE) courses on the importance and functionality of assessment criteria rubrics when undertaking written group assignments. Secondary objectives of the work included: analyzing the importance of having prior knowledge of the grading criteria for assignments that were to be assessed; identifying whether students had prior experience of this type of assessment instrument; discovering the students’ opinion on whether the rubric helped them complete the exercise and to do it better; and learning whether they intended to use this type of instrument in their future roles as teachers. The study was carried out within three PETE departments in Spanish universities. The same protocol was employed during the preparation and the formative and summative assessment of a group written document, combining self-assessment, group peer-assessment and tutor assessment using an ad-hoc designed instrument. Once the assignment was completed, a questionnaire was administered to all of the students involved and a sample was selected to carry out informal interviews. The results of the study indicate that: (a) prior knowledge of the grading criteria helped them to perform the task better; (b) there were significant differences in the students’ previous experiences of this type of assessment instrument, depending on the university where they studied; (c) students felt that using a rubric whilst undertaking a group assignment was very valuable; and (d) students indicated a high level of intention to use this type of instrument within their own future roles as teachersLa finalidad de este trabajo es estudiar la percepción del alumnado universitario de formación inicial del profesorado (FIP) sobre la importancia y funcionalidad de una escala graduada en el proceso de elaboración de trabajos grupales monográficos escritos. Se establecen cuatro objetivos secundarios para analizar diferentes resultados de su aplicación: la importancia de conocer previamente los criterios de calificación, las experiencias previas del alumnado, la valoración del alumnado sobre las ventajas y dificultades de su uso y su intención de utilizarlos en su futura labor profesional. El estudio se ha llevado a cabo en tres centros de FIPEF. Se ha aplicado un mismo protocolo durante el proceso de elaboración y evaluación continua y final del trabajo monográfico grupal, que combina la autoevaluación y coevaluación grupal con la heteroevaluación del profesor, utilizando un instrumento elaborado “ad hoc”. Tras finalizar el proceso formativo se aplica un cuestionario final de evaluación a toda la población implicada y se llevan a cabo entrevistas con una pequeña muestra. Los resultados indican que: (a) conocer previamente los criterios de calificación les ayuda a mejorar la calidad del trabajo durante su elaboración; (b) en función del centro, existe una notable variedad de experiencias previas en lo relativo a la utilización de este tipo de instrumentos de evaluación; (c) los estudiantes valoran positivamente la utilización de una escala graduada durante el proceso de elaboración de trabajos grupales; (d) el alumnado muestra una elevada intención de utilizar este tipo de instrumento en su posterior labor profesional como docenteActividad Física y Deporte2016info:eu-repo/semantics/articlehttp://hdl.handle.net/10952/6000https://doi.org/10.12800/ccd.v11i31.641reponame:RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murciainstname:Universidad Católica San Antonio de Murcia (UCAM)Españolinfo:eu-repo/semantics/openAccessoai:repositorio.ucam.edu:10952/60002026-06-07T18:35:21Z
score	15,198674

Students’ perceptions of a graduated scale used for self-assessment and peer-assessment of written work in pre-service physical education teacher education (PETE))

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