Self-assessment and Peer-assessment in physical education. A systematic review
Keywords:
Formative assessment, self-assessment, peer-assessment, Physical Education
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Abstract
The aim of this research is to review systematically the existing literature on the use of self-assessment and peer-assessment processes in training contexts of Physical Education: Primary Education, Secondary Education and Teacher Education. In April 2020, a review of the literature was carried out in different databases (WOS, SCOPUS, Sportdiscus and ERIC) until 2020. After applying the exclusion criteria, 11 articles were included in the systematic review. The following elements were analyzed: (a) author and year; (b) aim; (c) educational level; (d) form of participation; (e) training; (f) methodology; (g) instruments; (h) participants; and (i) results. The results of this research show that the studies focus mainly on the university level, mainly using peer-assessment, only 3 of the studies mention training prior to performing these procedures, quantitative research predominates, there are a variety of instruments, the number of participants is highly variable, and the results show that the application self-assessment and peer-assessment processes that there is quite a coincidence between the assessment in real time and after the video viewing, that with greater age, greater precision in the assessment, and positive effects on learning, the cognitive and social spheres.
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