Student perceptions in two initial training in Physical Education cohorts: consistency, engagement, and challenges in assessment
DOI:
https://doi.org/10.47197/retos.v70.113463Keywords:
Learning assessment, initial teacher education, formative assessment, physical educationAbstract
Introduction: Learning assessment in Pre-service Physical Education Teacher Education (PETE) is essential for meaningful learning and professional development. However, its effectiveness depends on the clarity of assessment criteria, the quality of feedback, and the demands of the training process.
Objective: To analyze student perceptions from two cohorts regarding consistency, engagement, and challenges in learning assessment in Chilean PETE.
Methodology: A quantitative-descriptive design was employed using a Likert-type questionnaire administered to 359 students from two cohorts (2015–19: n= 162; 2020–24: n= 197).
Results: The 2020–24 cohort showed significant improvements in perceptions regarding the alignment and coherence of assessment instruments and practices in PETE, including increased use of rubrics and individualized feedback.
Discussion: The results suggest that clear and consistent assessment practices enhance students' perceptions and strengthen their engagement with learning, while also influencing their future assessment practices.
Conclusions: It is recommended to continue refining assessment strategies to address perceived challenges and promote more dialogic assessment spaces. Implementing action research processes can have an impact on continuous improvement.
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Copyright (c) 2025 Francisco Gallardo-Fuentes, Bastian Carter-Thuillier, Carolina Martínez-Angulo, Jorge Gallardo-Fuentes, Sebastian Peña Troncoso
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