Student involvement and management of students’ workload in formative assessment in higher education

Authors

  • David Hortigüela-Alcalá University of Burgos
  • Ángel Pérez-Pueyo University of León
  • Víctor López-Pastor University of Valladolid

DOI:

https://doi.org/10.7203/relieve.21.1.5171

Keywords:

Student Attitudes, Formative Assessment, Higher Education, Learning Processes, Feedback

Abstract

The aim of this study is to analyze what is the relationship between involvement and the organization and distribution of work that have university students in connection with formative assessment received. The sample is 3.304 students for 50 subjects in 16 Spanish universities. Scale Assessment Systems belonging to the questionnaire on the evaluation methodology and initial teacher is used, in which there are different issues about formative assessment. It has used a quantitative descriptive analysis (means, variances and DT) and inferential (contingency tables and ?2, correlation and ANOVA). Students welcome this evaluation system received, assuming the need to be involved from the beginning in the subject and find strategies to regulate their work. It also demonstrates that students who participated more often in these assessment processes present a higher level of involvement, which also happens to fourth grade students. However, the fact that he enrolled one or more times in the same subject does not show significance with greater or lesser involvement

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Author Biographies

David Hortigüela-Alcalá, University of Burgos

International PhD in Education, Graduate in Sport Science, Specialist teacher of Physical Education, Graduate of  Primary Teaching and English and with a Masters in Bilingualism and Inclusive Societies, he is Associate Lecturer in the area of Bodily Expression at the Department of Specialist Teaching of the University of Burgos (Spain). His main research interests are formative and shared assessment and action research. His postal addres is: Facultad de Humanidades y de Educación. Burgos. Calle Villadiego, s/n. 09001-Burgos

Ángel Pérez-Pueyo, University of León

PhD in Physical Exercise and Sport Science, Specialist teacher of Physical Education and Associate Lecturer and Doctor at the Department of Physical Education and Sport at the University of León (Spain). His main research interests are the programming, sequencing and development of key skills, formative and shared assessment and the European Higher Education Area (EHEA), innovation and active learning methodologies in HE and proposed methodologies relating to attitudes and values. His postal adress is: Facultad de Ciencias de la Actividad Física y del Deporte. Campus de Vegazana. 24001 – León

Víctor López-Pastor, University of Valladolid

PhD in Education. Lecturer in the Segovia Faculty of Education (University of Valladolid, Spain). His main research interests are: formative and shared assessment in HE, formative and shared assessment in physical educarion, initial and continuing teacher education, action research, introducing sport to young pupils and school sport. His postal adress is: Facultad de Educación. Campus María Zambrano. Plaza Alto de los Leones, 1. 40005-Segovia

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Published

2015-05-19

How to Cite

Hortigüela-Alcalá, D., Pérez-Pueyo, Ángel, & López-Pastor, V. (2015). Student involvement and management of students’ workload in formative assessment in higher education. RELIEVE – Electronic Journal of Educational Research and Evaluation, 21(1). https://doi.org/10.7203/relieve.21.1.5171

Issue

Vol. 21 No. 1 (2015)

Section

Special Section

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