Incidence of Pre-service and In-service Teacher Education in the application of Formative and Shared Assessment in Physical Education

Abstract

The assessment literacy among Physical Education teachers is one of the main educational concerns. For this reason, it is necessary to analyze the acquisition of this literacy both Pre-service and In-service Teacher Education. The present study has two objectives: (a) analyzing the influence of having experienced Formative and Shared Assessment systems during the Pre-service Teacher Education in the evaluation systems used by Physical Education teachers in Primary in their early years as teachers; and (b) investigating how it influences belonging to a work group of In-service Teacher Education of action research, which regularly uses Formative and Shared Assessment systems in Physical Education. A multiple case study is carried. In this study a semi-structured individual interview is conducted with several teachers belonging to this work group. The results indicated that there is a transfer between the experiences of Formative and Shared Assessment lived during their Pre-service Teacher Education and the application of these assessment systems in the first years as teachers. Although some of these teachers did not have such experiences in their Pre-service Teacher Education, they developed these systems through the In-service Teacher Education. The participants positively assessed the Formative and Shared Assessment experiences in the Pre-service Teacher Education, but even more, they indicated the relevance of the In-service Teacher Education.