Feedback as a Key to Formative Assessment. A Case Study in the Physical Education Practicum
DOI:
https://doi.org/10.17533/udea.efyd.v39n1a05Keywords:
Physical education, higher education, formative assessment, feedback, initial teaching trainingAbstract
Objective: To review non-verbal communication focused on the study of feedback in primary education, to improve teaching practice. Method: Research from the action, case study type, by observing the teaching practice of a student of initial teaching training in physical education, with a group of 4th-grade primary school students. The observer (cooperating teacher) recorded her evaluations on a control sheet, and a report based on her notes and reflections on each session was prepared, including possible improvements for the following ones. ATLAS.ti software was used to process the information. Results: The use of feedback in the classroom, both in number and typology, increased during the development of the teaching unit. Conclusion: There is a relationship between the type of feedback applied and the content taught, although the corrective type predominates.
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Copyright (c) 2020 Andrea Herrero Ruiz, José Luis Aparicio, Antonio Fraile
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