FORMATIVE EVALUATION THROUGH SHARED PROJECTS: ASSESSMENT OF STUDENTS IN INITIAL PHYSICAL EDUCATION TRAINING IN HIGHER EDUCATION

In recent decades, evaluation has acquired a prominent as well as controversial role as it causes doubts and contradictions in teachers about the decisions associated with it. We are committed to a continuous formative and cooperative evaluation, for this we present a methodological model in line with the evaluation system that allows high monitoring with constant and quality feedback. The objective of this study is to assess to what degree students consider that they are evaluated in a formative way and in line with the work methodology. The method to carry it out has been through a Likert-type scale questionnaire with a sample of 162 students from the Faculty of Education and Sports Sciences over several courses. The results present a high level of agreement with the statements regarding the pro- posed evaluation system, reaching values above 90% in all cases. We conclude that in formative assessment the results of the evaluation are considered to make improvements in learning. It is valued that the students' progress and needs for improvement are clearly reported, as well as that they are given opportunities to improve the results of the learning evaluation.