Resumo

MOLINA SORIA, Miriam; PASCUAL ARIAS, Cristina  e  LOPEZ PASTOR, Víctor Manuel. Academic Performance and Formative and Shared Assessment in Teacher Education. Alteridad [online]. 2020, vol.15, n.2, pp.204-215. ISSN 1390-8642.  https://doi.org/10.17163/alt.v15n2.2020.05.

In the last decade a high interest is being aroused by the advantages that the application of a formative assessment seems to have in university teaching. The purpose of this study is to analyze whether the Formative and Shared Assessment in Pre-service Teacher Education helps students obtain better academic results. It’s a case study is carried out with 37 students of the subject of Expression and Body Communication in Early Childhood Education in the fourth year of the Early Childhood Education Degree. Students can choose between three ways of learning and assessment: continuous track, mixed track and final or non-face route. After the analysis of the official records of mark, the results obtained show that the Formative and Shared Assessment has influenced their academic performance, and the students who have opted for the continuous assessment pathway have obtained a better academic performance. Most students have opted for this way of learning and assessment. 97.3% of students have passed the subject and the average of the students' grades is remarkable. For this reason, it seems necessary to investigate further the topic with larger samples and, especially, in the face of the new situation of confinement and online teaching.

Palavras-chave : Formative assessment; shared assessment; academic performance; pre-service teacher education; physical education; early childhood education.

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