Year: 2026
Type: article
Abstract: Several authors emphasize that assessment is a key tool for teachers to guide and verify learning, improve their practice, and contribute to deeper student learning. Beyond its technical function, assessment enables the creation of a meaningful pedagogical relationship with the central actor of the educational process, “the student”. This study aimed to understand how students value a system guided by the principles of formative assessment and its impact on the self-perception of acquired competencies. The “Questionnaire on the Experience of Good Practice” and the “Scale for the Self-Perception of Student Competencies” were applied to a sample of 74 students (26.4 ± 4.5) from a public university in Uruguay. The results show that the assessment system was positively rated in terms of usefulness, innovation, and replicability, although limitations were observed in terms of sustainability and fairness in grading. In addition, a significant decrease was observed in the self-perception of technical competencies and an increase in those related to pedagogical reflection and attention to diversity, suggesting a more critical and realistic view of their own professional performance on the part of the students.
Source: Trends in Higher Education
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,207
Awards: ?CUALES SON LOS PROCESOS DE ARTICULACION EN LOS CONOCIMIENTOS Y DIDACTICA DISCIPLINAR EN LA FORMACION DEL PROFESORADO DE EDUCACION FISICA? IMPACTO DE LOS ESTANDARES DE LA PROFESION DOCENTE EN LOS SABERES DISCIPLINARES A TRAVES DE UNA EVALUACION RECIPROCA, G3330297216, ?CUANDO CAMBIA LA NORMATIVA DE LA ESCUELA TAMBIEN DEBE HACERLO LA FORMACION DOCENTE? IMPACTO DEL NUEVO DECRETO SOBRE EVALUACION CALIFICACION Y PROMOCION ESCOLAR EN LA PREPARACION DE LOS/AS FUTUROS/AS PROFESORES/AS DE EDUCACION FISICA., G8818406230
OpenAlex ID: W7124832003