RT info:eu-repo/semantics/article
T1 How are rubrics used for the assessment of Final Year Projects in Physical Education? The predominance of the marking function
A1 Fernández-Garcimartín, Carla
A1 López Pastor, Víctor Manuel
A1 Fuentes Nieto, Teresa
A1 Hortigüela Alcalá, David
K1 European Higher Education Area; Formative assessment; Self-regulation; Instruments; Mark
AB Since the implementation of the European Higher Education Area, the reliable assessment of Final Year Projects (FYP)  has  become  a  problem  to  be  solved  in  many  countries.  This  paper  analyses  the  use  of  rubrics  for  the assessment  of  FYP  in  the  Physical  Education  teaching  degree.  A  case  study was  conducted,  using  in-depth interviews and a focus group, with four lecturersand eight students. The results show that the assessment rubrics of the FYPare  public from the  beginning of the  course  (transparent assessment) but that  most students are  not aware of them and that tutors do not usually work with them. Both are aware that they could be used with a more formative approach throughout the FYP elaboration process. The use given to rubrics is mainly for marking, on both sides. The article provides relevant information on an under-researched topic. More research seems urgent on how to encourage a formative use of rubrics during the whole process of writing FYP, which promotes self-regulation of learning, and not only the finalmark.
PB Espiral.  Cuadernos  del Profesorado
SN 1988-7701
YR 2023
FD 2023-09
LK https://uvadoc.uva.es/handle/10324/72529
UL https://uvadoc.uva.es/handle/10324/72529
LA eng
NO Fernández-Garcimartín, C., López-Pástor, V. M., Fuentes-Nieto, T. & Hortigüela-Alcalá, D. (2023). How  the  rubrics  used  for  the  assessment  of  Final  Year  Projects  in  Physical  Education?  The predominance  of  the  marking  function. Espiral.  Cuadernos  delProfesorado,  16(33),  54-67. https://doi.org/10.25115/ecp.v16i33.9377
NO Producción Científica
DS UVaDOC
RD 21-dic-2024