Formative and shared assessment in Physical Education: effects of a pedagogical intervention on students' perceptions
DOI:
https://doi.org/10.47197/retos.v82.119088Keywords:
Physical Education, learning assessment, formative and shared assessment, assessment justice, student perceptionsAbstract
Introduction: The persistence of traditional grading models in Physical Education limits competence-based learning and student agency. Objective: To examine the effects of a pedagogical intervention based on Formative and Shared Assessment (FSA) on the perceptions of high school students in a vulnerable school context in Chile. Methodology: 182 students participated in 15 sessions, promoting the gradual transition from teacher-controlled assessment to self-assessment and democratic co-assessment. A validated questionnaire with four dimensions was used: Conceptions, Actors, Moments-Instruments, and Contents. A single-group quasi-experimental design with pre- and post-intervention measurement was applied. Normality was checked using the Shapiro-Wilk test, and differences were analyzed with the paired samples Student's t-test, and the effect size was calculated using Cohen's d. Results: Statistically significant increases (p < 0.001) were observed in all dimensions, especially in the Conceptions dimension (d = 1.06), which suggests a reconfiguration of students' beliefs regarding assessment, and in the Actors dimension (d = 0.83).
Discussion: Initial resistance to peer assessment linked to power dynamics, mistrust, or fear of exposure, as noted in the literature, can be mitigated when teachers create a safe classroom climate.
Conclusions: The findings suggest a shift from an assessment culture focused on grading toward one oriented to learning, reflection, and participation, thereby supporting FSA as a strategy for promoting assessment justice.
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