Perceptions of Learning Assessment in Practicum Students vs. Initial Teacher Education Faculty in Chilean Physical Education: A Comparative Study of Two Cohorts.
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| Title: | Perceptions of Learning Assessment in Practicum Students vs. Initial Teacher Education Faculty in Chilean Physical Education: A Comparative Study of Two Cohorts. |
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| Authors: | Gallardo-Fuentes, Francisco1 (AUTHOR) fgallardo@ulagos.cl, Carter-Thuillier, Bastian1,2 (AUTHOR), Peña-Troncoso, Sebastián2,3 (AUTHOR), Pérez-Norambuena, Samuel4 (AUTHOR), Gallardo-Fuentes, Jorge4,5 (AUTHOR) |
| Source: | Education Sciences. Apr2025, Vol. 15 Issue 4, p459. 15p. |
| Subject Terms: | *Physical education teachers, *Comparative education, *Assessment of education, *University faculty, Comparative method |
| Abstract: | An education oriented towards learning must necessarily include assessment techniques and instruments that effectively achieve this goal. Currently, assessment has become a crucial element, leading to the promulgation of legal regulations to govern it. This study aimed to explore the perceptions of assessment in three Chilean universities among faculty members vs. practicum students from two cohorts of Chilean Initial Teacher Education in Physical Education (ITEPE) from two cohorts from subsequent moments, with a difference of four years. The study followed a quantitative, cross-sectional, and comparative approach and the sample consisted of a total of 458 participants, including 1st Group: n = 162 practicum students (S1) 2019–20 (M = 22.5, SD = 3.1) and 44 faculty members (FM1) from the same cohort (M = 42.3, SD = 11.2) vs. 197 practicum students (S2) 2023–24 (M = 23.6, SD = 2.2) and 55 faculty members (FM2) from this cohort (M = 40.4, SD = 10.4). Data were collected using the "Questionnaire for the Study of the Assessment System". The results revealed significant differences between students and faculty regarding the perception of the use of assessment instruments in ITEPE. The 2023–24 cohort students perceived a greater presence of portfolios compared to their peers from four years ago, while faculty from the latest cohort indicated a perception of higher use of traditional exams. In conclusion, it can be observed that decision-making predominantly falls on the faculty, as evidenced by discrepancies regarding feedback and student participation in grade determination. This reinforces the idea that the process remains teacher-centered. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184834111 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Perceptions of Learning Assessment in Practicum Students vs. Initial Teacher Education Faculty in Chilean Physical Education: A Comparative Study of Two Cohorts. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gallardo-Fuentes%2C+Francisco%22">Gallardo-Fuentes, Francisco</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> fgallardo@ulagos.cl</i><br /><searchLink fieldCode="AR" term="%22Carter-Thuillier%2C+Bastian%22">Carter-Thuillier, Bastian</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Peña-Troncoso%2C+Sebastián%22">Peña-Troncoso, Sebastián</searchLink><relatesTo>2,3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pérez-Norambuena%2C+Samuel%22">Pérez-Norambuena, Samuel</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gallardo-Fuentes%2C+Jorge%22">Gallardo-Fuentes, Jorge</searchLink><relatesTo>4,5</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+Sciences%22">Education Sciences</searchLink>. Apr2025, Vol. 15 Issue 4, p459. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Physical+education+teachers%22">Physical education teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+education%22">Comparative education</searchLink><br />*<searchLink fieldCode="DE" term="%22Assessment+of+education%22">Assessment of education</searchLink><br />*<searchLink fieldCode="DE" term="%22University+faculty%22">University faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+method%22">Comparative method</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: An education oriented towards learning must necessarily include assessment techniques and instruments that effectively achieve this goal. Currently, assessment has become a crucial element, leading to the promulgation of legal regulations to govern it. This study aimed to explore the perceptions of assessment in three Chilean universities among faculty members vs. practicum students from two cohorts of Chilean Initial Teacher Education in Physical Education (ITEPE) from two cohorts from subsequent moments, with a difference of four years. The study followed a quantitative, cross-sectional, and comparative approach and the sample consisted of a total of 458 participants, including 1st Group: n = 162 practicum students (S1) 2019–20 (M = 22.5, SD = 3.1) and 44 faculty members (FM1) from the same cohort (M = 42.3, SD = 11.2) vs. 197 practicum students (S2) 2023–24 (M = 23.6, SD = 2.2) and 55 faculty members (FM2) from this cohort (M = 40.4, SD = 10.4). Data were collected using the "Questionnaire for the Study of the Assessment System". The results revealed significant differences between students and faculty regarding the perception of the use of assessment instruments in ITEPE. The 2023–24 cohort students perceived a greater presence of portfolios compared to their peers from four years ago, while faculty from the latest cohort indicated a perception of higher use of traditional exams. In conclusion, it can be observed that decision-making predominantly falls on the faculty, as evidenced by discrepancies regarding feedback and student participation in grade determination. This reinforces the idea that the process remains teacher-centered. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3390/educsci15040459 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 459 Subjects: – SubjectFull: Physical education teachers Type: general – SubjectFull: Comparative education Type: general – SubjectFull: Assessment of education Type: general – SubjectFull: University faculty Type: general – SubjectFull: Comparative method Type: general Titles: – TitleFull: Perceptions of Learning Assessment in Practicum Students vs. Initial Teacher Education Faculty in Chilean Physical Education: A Comparative Study of Two Cohorts. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gallardo-Fuentes, Francisco – PersonEntity: Name: NameFull: Carter-Thuillier, Bastian – PersonEntity: Name: NameFull: Peña-Troncoso, Sebastián – PersonEntity: Name: NameFull: Pérez-Norambuena, Samuel – PersonEntity: Name: NameFull: Gallardo-Fuentes, Jorge IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 22277102 Numbering: – Type: volume Value: 15 – Type: issue Value: 4 Titles: – TitleFull: Education Sciences Type: main |
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