Evaluación formativa y compartida en el desarrollo y evaluación de los Trabajos de Fin de Grado de Educación Físicaanálisis y propuestas

Abstract

The present doctoral thesis shows four published papers that deal with the development and assessment processes of the Final Year Projects (FYP) in the degree of Teacher with mention in Physical Education, in a Spanish faculty of education. The aim of the research is to analyze the possibility of carrying out formative and shared assessment processes in the tutoring, development and assessment of the TFG in Pre-service Teacher Education. The studies use a mixed research methodology, in which the qualitative part predominates over the quantitative part. The data collection techniques were: (a) for qualitative data, in-depth and group interviews, focus groups and minutes of meetings were carried out, and (b) for quantitative data, two validated questionnaires were used. The qualitative data were analyzed using a system of categories with the "Atlas.ti" software, and the quantitative data were analyzed using descriptive analysis with percentages and inferential analysis using analysis of variance (ANOVA). The sample is made up of teachers and students from a faculty of education who have taught Physical Education. The results show that specific assessment instruments were created for the FYP that allow clarification and knowledge of the assessment criteria by all those involved in the development of the FYP. Furthermore, the analysis of these instruments has allowed us to obtain strong and weak points, as well as proposals for improvement. In general, the formative potential that these instruments can have during the process of development, tutoring and assessment of the FYP is not taken advantage of, despite recognizing this strong point of the instrument. This analysis of the instruments was affected by the confinement by the COVID-19, and it is found that this confinement forced the faculty to make changes in the processes of development, assessment and marking of the FYP, approaching everything virtually. These changes are viewed negatively, preferring the face-to-face format for FYP in the faculty. This thesis opens a line of research to analyze and improve the assessment instruments of the FYP, both in the mention of Physical Education and in other mentions and degrees with the aim of promoting formative and shared assessment processes throughout the whole process of development, tutoring and assessment of the FYP, both in classroom and virtual teaching situations.