Formative and Shared Assessment during the practicum on the Pre-service Teacher Education: a case analysis in Chile

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dc.contributor.authorJavier Gallardo-Fuentes, Francisco
dc.contributor.authorCarter Thuillier, Bastián
dc.date2016
dc.date.accessioned2021-04-30T16:34:20Z
dc.date.available2021-04-30T16:34:20Z
dc.description.abstractThe main purpose of this paper is to analyze the results of the implementation of a system about formative assessment on Physical Education Teacher Education student in Chile. A case study design with mixed methodology was designed. The data collection techniques are: reading and analysis of documents; observation; conversation and narration. The sample consists in 24 Students in the practicum and the corresponding 24 tutors in schools. The main results of the experience are: (a) with some advantages (some are valuated as an unfair method and Students show to prefer formative evaluation) and inconvenient of experience where very low results, then are not considered; (b) main differences are shown (p=.02*) between the students' perception in the variable of 'support working on classes'
dc.identifier.citationRETOS-NUEVAS TENDENCIAS EN EDUCACION FISICA DEPORTE Y RECREACION,Vol.,258-263,2016
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/3058
dc.language.isoes
dc.publisherFEDERACION ESPANOLA ASOC DOCENTES EDUCACION FISICA-FEADEF
dc.sourceRETOS-NUEVAS TENDENCIAS EN EDUCACION FISICA DEPORTE Y RECREACION
dc.subject.englishFormative Assessment
dc.subject.englishShared Assessment
dc.subject.englishPre-service Teacher Education
dc.subject.englishPracticum
dc.subject.englishPhysical Education
dc.subject.englishBest Practices
dc.titleFormative and Shared Assessment during the practicum on the Pre-service Teacher Education: a case analysis in Chile
dc.typeArticle
uct.catalogadorWOS
uct.indizacionESCI
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