Study of formative assessment in the discipline Theory and Practice of Physical Education /Estudio de la evaluación formativa en la disciplina Teoría y Práctica de la Educación Física

Abstract

The evaluation as a component of the teaching-learning process has the purpose of verifying the degree of fulfillment of the objectives formulated in the plans and study programs of Higher Education; this in turn constitutes a way for feedback and regulation of said process. From this perspective, the learning evaluation process is analyzed from its formative function, as it is one of the most relevant activities in university educational contexts, through which it is possible to determine the learning achieved by the student and improve the teaching process. In the Cuban university context, new transformations are required in the evaluation of learning in its formative nature; therefore, the diagnosis of potentialities and needs is pertinent. The present article had the purpose of analyzing the results of the formative evaluation in the Physical Culture and Sport degree, specifically in the discipline Theory and Practice of Physical Education with the application of theoretical and empirical methods such as: analytical-synthetic, observation, surveys, document analysis and methodological triangulation, for which a sample of 27 professors was used, 133 students of the 2nd year of the career. As results of the study, inconsistencies and needs were detected in the evaluation system to transform the modes of action of the teacher and the student, due to the scarce planning, organization, regulation and control for self-evaluation and co-evaluation as ways to enhance formative evaluation.