dc.contributor | Facultad de Ciencias de la Actividad Fisica y del Deporte | es_ES |
dc.contributor.author | Barba Martín, Raúl Alberto | |
dc.contributor.author | Hortigüela Alcalá, David | |
dc.contributor.author | Pérez Pueyo, Ángel Luis | |
dc.contributor.author | Sánchez Santamaría, José | |
dc.contributor.other | Educacion Fisica y Deportiva | es_ES |
dc.date | 2020 | |
dc.date.accessioned | 2024-04-04T09:45:01Z | |
dc.date.available | 2024-04-04T09:45:01Z | |
dc.identifier.citation | Barba-Martín, R. A., Hortigüela-Alcalá, D., Pérez-Pueyo, Á., & Sánchez-Santamaría, J. (2020). Conceptual analysis of influential factors in the motivation and involvement of the university student towards the assessment in physical education. Sustainability (Switzerland), 12(21), 1-14. https://doi.org/10.3390/SU12218842 | es_ES |
dc.identifier.uri | https://hdl.handle.net/10612/19373 | |
dc.description.abstract | [EN] The involvement of university students in their own assessment leads to motivation towards
learning. The aim of this study is twofold. The first aim is to analyze the factors of evaluation
in Physical Education that generate motivation and involvement. To do this, we have discussed
five factors: (1) to generate awareness of what is being learned; (2) to delimit the deadlines in the
development of tasks; (3) to associate it with the development of competencies; (4) to apply it in
a variety of contexts and tasks; and (5) to allow reflection on the teaching and learning process.
The second aim, based on the previous one, tries to delimit strategies to implement a quality evaluation
in the university classrooms. Five strategies have been analyzed: (1) triadic assessment; (2) grade
distribution; (3) collaborative creation of instruments; (4) elaboration of formative questions; and (5)
use of apps. Finally, a series of reflections are proposed to put into practice the formative and shared
assessment as opposed to the traditional evaluation. This manuscript is a substantial contribution to
the existing literature, as it serves as a clear guide for university teachers to implement this type of
assessment in the classroom, generating student motivation and transferability of their learning. | es_ES |
dc.language | eng | es_ES |
dc.publisher | MDPI | es_ES |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Educación Física | es_ES |
dc.subject.other | Motivation | es_ES |
dc.subject.other | Formative Assessment | es_ES |
dc.subject.other | Self-regulation | es_ES |
dc.subject.other | Competence Learning | es_ES |
dc.subject.other | Student Involvement | es_ES |
dc.title | Conceptual Analysis of Influential Factors in the Motivation and Involvement of the University Student towards the Assessment in Physical Education | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.identifier.doi | 10.3390/SU12218842 | |
dc.description.peerreviewed | SI | es_ES |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es_ES |
dc.identifier.essn | 2071-1050 | |
dc.journal.title | Sustainability | es_ES |
dc.volume.number | 12 | es_ES |
dc.issue.number | 21 | es_ES |
dc.page.initial | 8842 | es_ES |
dc.type.hasVersion | info:eu-repo/semantics/publishedVersion | es_ES |
dc.subject.unesco | 6106.08 Motivación | es_ES |