Feedback formativo y afectivo en Educación Física en secundaria: validación del cuestionario FFAPEF
DOI:
https://doi.org/10.47197/retos.v80.119121Keywords:
Affectivity , formative assessment, formative feed-back, physical education, secondary educationAbstract
Introduction: Feedback is a key component of formative assessment, both due to the information it provides and its emotional impact. In Physical Education, recent studies highlight its importance in relation to motivation and affectivity; however, there is a lack of research on instruments and resources for its study and implementation.
Objective: This study aims to validate the Perceived Formative Affective Feedback in Physical Education (PFAFEF) questionnaire for secondary education students, analyzing the relationship between the construct and variables such as sex, educational level, and type of school.
Methodology: Interviews with teachers and students were conducted to refine the questionnaire, which was administered to 259 students from 1st to 4th grade of secondary education (12-16 years) Exploratory and confirmatory factor analyses were performed.
Results: The results showed adequate fit indices (CFI = .982; TLI = .977; RMSEA = 0.097) and high reliability (McDonald’s ω = 0.922). No significant differences were found in relation to sex or type of school. Regarding educational level, 3rd-grade students scored significantly higher than those in 1st and 2nd grade on 50% of the items.
Discussion: Factor analyses indicated a unidimensional structure, consistent with the literature, which conceptualizes feedback as a process in which affective and technical aspects are integrated into a single learning experience.
Conclusions: A valid and reliable questionnaire is provided to assess perceptions of affective formative feedback, representing a useful tool for both research and teaching practice.
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