Publication: Effects of formative assessment on academic performance in physical education among high school students
Authors
León Vélez, Ruth María ; López Carvajal, Guadalupe del Rosario ; Castro Ponce, Nelly Elena ; Moreira Barre, Fresia Aracely
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Publisher
Servicio de publicaciones. Univerisdad de Murcia
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DOI
https://doi.org/10.6018/sportk.703371
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info:eu-repo/semantics/article
Description
Abstract
La evaluación en la educación física a nivel de secundaria no debe limitarse a asignar una
calificación al final del trimestre. Este estudio tuvo como objetivo analizar los efectos del uso de
herramientas de evaluación formativa en el rendimiento académico de 480 estudiantes de entre 14 y 19 años. Este estudio aplicado utilizó un diseño cuantitativo cuasi-experimental para comparar dos
grupos: uno con herramientas de evaluación formativa y otro con métodos tradicionales, midiendo su
impacto en el rendimiento académico. Los participantes se dividieron en un grupo experimental y un
grupo de control. La intervención consistió en diez sesiones prácticas utilizando herramientas de
evaluación formativa, incluyendo rúbricas, listas de cotejo, hojas de observación, autoevaluación y
coevaluación. Los resultados mostraron que el grupo experimental mejoró significativamente su
rendimiento académico en comparación con el grupo de control (p < 0,05), demostrando mayor
participación, esfuerzo y compromiso. Los hallazgos respaldan que la implementación de la
evaluación formativa mejora no solo el rendimiento académico, sino también la implicación de los
estudiantes en su propio aprendizaje.
Assessment in physical education at the high school level should not be limited to assigning a grade at the end of the term. This study aimed to analyze the effects of using formative assessment tools on the academic performance of 480 students aged 14–19 years. This applied study used a quantitative, quasi-experimental design to compare two groups: one with formative assessment tools and one with traditional methods, measuring their impact on academic performance. Participants were divided into an experimental group and a control group. The intervention consisted of ten practical sessions using formative assessment tools, including rubrics, checklists, observation sheets, self-assessment, and peer-assessment. Results showed that the experimental group significantly improved their academic performance compared to the control group (p<0.05), demonstrating higher participation, effort, and engagement. The findings support that the implementation of formative assessment enhances not only academic performance but also student involvement in their own learning.
Assessment in physical education at the high school level should not be limited to assigning a grade at the end of the term. This study aimed to analyze the effects of using formative assessment tools on the academic performance of 480 students aged 14–19 years. This applied study used a quantitative, quasi-experimental design to compare two groups: one with formative assessment tools and one with traditional methods, measuring their impact on academic performance. Participants were divided into an experimental group and a control group. The intervention consisted of ten practical sessions using formative assessment tools, including rubrics, checklists, observation sheets, self-assessment, and peer-assessment. Results showed that the experimental group significantly improved their academic performance compared to the control group (p<0.05), demonstrating higher participation, effort, and engagement. The findings support that the implementation of formative assessment enhances not only academic performance but also student involvement in their own learning.
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Citation
SPORT TK. Year 2025. Volume 14. Article 170.
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