CULTURA, CIENCIA Y DEPORTE Possibilities and limitations of formative assessment in Projects Oriented Learning Nieva Boza et al. Possibilities and limitations of formative assessment in Projects Oriented Learning Posibilidades y limitaciones de la evaluación formativa en los Proyectos de Aprendizaje Tutorados Carolina Nieva Boza1 Lurdes Martínez-Mínguez1 Laura Moya Prados1 1 Faculty of Educational Sciences, Autonomous University of Barcelona, Barcelona, Spain Correspondence: How to cite this article: Carolina Nieva Boza, Nieva, C., Martínez-Mínguez, L., & Moya, L. (2023). Possibilities and carolina.nieva@uab.cat limitations of formative assessment in Projects Oriented Learning. Cultura, Ciencia y Deporte, 18(55), 105-131. https://doi.org/10.12800/ccd.v18i55.1939 Short title: Possibilities and limitations of FSA in POL Received: 15 June 2022 / Accepted: 18 December 2022 Abstract Resumen As Formative and Shared Assessment (F&SA) and significant La Evaluación Formativa y Compartida (EFyC) y los aprendi- learning are given scant attention in physical education (PE) zajes significativos son deficitarios en asignaturas de edu- subjects in the Primary School Education Degree course, cación física (EF) en el Grado en Educación Infantil, por lo there is a need to analyse the students’ perception of the que es necesario analizar la percepción del estudiantado possibilities and limitations of F&SA in the context of an sobre las posibilidades y limitaciones de la EFyC llevada a educational proposal based on Project Oriented Learning cabo en una propuesta educativa, a partir de un Proyecto (POL). A methodological approach was used for the study, de Aprendizaje Tutorado (PAT). El enfoque metodológico carried out by means of a Likert scale questionnaire, which es cuantitativo y el alcance descriptivo, utilizando como was quantitative while the scope was descriptive. The study instrumento un cuestionario tipo Likert. La muestra es de was carried out on a sample of 651 students between 2014 651 estudiantes, desde 2014 hasta 2020. Los resultados re- and 2020. The results show that the students considered portan que los y las estudiantes consideran muy favorable the F&SA approach useful for improving their acquisition of este sistema de evaluación para la mejora de la adquisición professional skills and the development of functional and de competencias profesionales y el desarrollo de aprendi- Possibilities and limitations of formative assessment in Projects Oriented Learning meaningful learning. They also thought it was necessary zajes funcionales y significativos; pero es necesario fortale- to strengthen the negotiation of this assessment at the cer la negociación de evaluación al inicio de la asignatura beginning of the subject and that a stable and experienced y se requiere de un profesorado estable y con experiencia teaching staff was required to carry out this type of project. para llevar a cabo esta tipología de proyectos. Como con- From the results we concluded that students should clusiones, es necesario dar voz al estudiantado sobre estas be given a voice in these possibilities and limitations to posibilidades y limitaciones para mejorar la propia práctica improve their own teaching practice in the area of PE in the docente en el área de EF en el Grado de Educación Infan- Early Childhood Education Degree course, as it would help til, favoreciendo la sensación de sentirse capacitados para them to feel qualified to teach this discipline in their future impartir esta disciplina en un futuro profesional próximo. professional careers. Palabras clave: enseñanza superior, retroacción, apren- Key words: Higher Education, feedback, experiential dizaje por experiencia, formación de profesores. learning, teacher education. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Cultura, Ciencia y Deporte | AÑO 2023 | VOL. 18 | NUM. 55 | PAG. 105 A 131 | España | ISSN 1696-5043 Possibilities and limitations of formative assessment in Projects Oriented Learning Nieva Boza et al. 106 Introduction good evaluation may be the best educational activity. For Álvarez (2008), learning-oriented evaluations should be Higher Education in Spain has been influenced for based on three fundamental aspects: they should present the last twenty years by documents such as the Bologna evaluations as learning tasks, involve the students in the Declaration, The Berlin Communication (European Higher evaluation and offer the results as a type of feedback. Education Area, 1999 and 2003) and the Framework Document “Integration of the Spanish University System For Hortigüela et al. (2016), using open participatory in the European Higher Education Area” (MEC, 2003), all methods gives the students a greater role in their own of which have impelled educational study plans towards learning process and helps them to acquire a more a curriculum of competences and improved both the positive perception of its transfer. Gallardo-Fuentes et al. teachers and students’ roles in the teaching-learning (2018) also report increased student self-perception of process and evaluations (OECD, 2002; Perrenoud, 2004). the improvement of their professional competences by However, it must be said that university teachers in means of formative and shared evaluations (F&SE). Along general have a pessimistic perception of the impact of the same lines, some authors consider that active methods the competences approach and of its improvements to and formative evaluations have a positive incidence on their educational practices. In addition, the efforts made increasing the students’ learning levels (Barrientos et al., have not always brought about the expected structural 2019; Brown & Glasner, 2000; Colomer et al., 2018) and changes (López-López et al., 2018; Solá, 2020). In the empowering authentic and significant learning (Martínez- opinion of Barba-Martín et al. (2020), teachers consider Mínguez & Flores, 2014). López-Pastor (2009) considers that the Bologna Plan has not achieved all the intended formative evaluations to be the same as any evaluation changes and blame this on the large student numbers whose principal aim is to improve the teaching-learning and on the deficient teachers’ permanent training, which processes in which it is contained. An increasing number points to a requirement for a study of the possibilities of authors indicate the importance of applying a formative and limitations of developing this approach in Spanish character to evaluations (Galván & Farías, 2018; Valvanuz teachers’ initial training. & Salcines, 2018) against the traditional view of them as summative and finalist (Brown & Glasner, 2000; López- Early Childhood Education is organised into three Pastor, 2009; Zabalza 2002). The specialised literature areas, in which Area 1 refers to “Knowing oneself and contains many examples of successful applications of F&SE personal autonomy” (Orden ECI/3960/2007). According in the initial teacher training phase (Barba-Martín et al., to this document, teachers should program and propose 2010; Barba-Martín & López-Pastor, 2017; López-Pastor & both everyday activities and didactic proposals at specific Pérez-Pueyo, 2017; Gallardo & Carter, 2016; Knight, 2005; times in the PE areas in early childhood education. These López-Pastor, 2008, 2009, 2012; Martínez-Mínguez, et al., initiatives include those that encourage learning through 2019; Romero-Martín et al., 2017). Other studies deal with the body and movements from a universal and transversal the transfer between using F&SE in initial teacher training perspective (Martínez-Mínguez et al., 2017). However, the and when the students start out on their professional reality in educational centres shows that early childhood careers as teachers (Hamodi et al., 2017; Molina & López- teachers do not feel they are sufficiently well trained in Pastor, 2017, 2019). Barrientos et al. (2019) point out that practice to give these classes and so other profiles are applying F&SE and/or Evaluation to learn systems makes sought to carry them out. This situation leads us to reflect Possibilities and limitations of formative assessment in Projects Oriented Learning students take PE more seriously and teachers better on the right type of initial training to make them feel organize their teaching processes. better trained in the PE area. Some of the possible causes could have to do with the type of contents, competences, Some researchers consider it is becoming increasingly methods and evaluations used in subjects related to PE in necessary to apply formative, varied and continuous early childhood schools. evaluation systems (Gómez & Quesada, 2017; Hortigüela et al., 2019), which can be understood as a new evaluation According to Zabalza (2002), one of the reasons for culture (Rust, 2007), a culture that integrates evaluations as not obtaining the expected results in Higher Education is part of the formative process giving students an active and related to evaluations, as they have a strong influence on autonomous role as a guarantee of empowering learning the students’ learning process. Evaluations should be used (Maureira-Cabrera et al., 2020). as a strategy to improve and encourage the educational experience from the beginning to the end of the training Diverse authors recommend giving participation to all the process (Romero-Martín et al., 2014). Evaluations are thus agents involved in the evaluation process and making use of one of the aspects that should impel students to learn self-evaluations and co-evaluations (Lin & Lai, 2013; Medina- and imbue them with a desire to improve, while keeping Rivilla et al., 2013; Rodríguez et al., 2011) in the compilation, them continually up to date with their progress, not only application and evaluation of instruments and results at the end of the process (López-Pastor, 2009; Zabalza to achieve more intense teaching throughout the entire 2002). This involves changing from an “evaluation of formative process. Formative assessments require diverse learning” to an “evaluation to learn” (López-Pastor, 2009), activities and comprehensive data-collecting systems of and even an “evaluation as learning” (Torrance, 2007), as a students’ progress that allow fair, correct and precise value Cultura, Ciencia y Deporte | AÑO 2023 | VOL. 18 | NUM. 55 | PAG. 105 A 131 | España | ISSN 1696-5043 Possibilities and limitations of formative assessment in Projects Oriented Learning Nieva Boza et al. 107 judgements to be made (López-Ruiz, 2011). According to on the POL in the Teachers’ initial training reports that García-Sanz (2014) these instruments should satisfy the students perceive an improvement in their professional principles of instrumental and multi-varied triangulation. competences (Barba-Martín, 2017; López-Pastor, et al., 2020; Molina et al., 2022; Martínez-Mínguez et al., (2022) The choice of alternative types of evaluation (continuous, and also have greater satisfaction, since they consider final or mixed, and self-assessment, co-assessment and these to be effective experiences that can be transferred dialogued assessment) creates a link between formative to their professional careers (Molina et al. 2022). evaluations and responsibility, implication, participation According to Manrique (2017), their learning autonomy and control of the students’ learning (Aparicio-Hergueras, is also improved, as are their strategies for programming et al., 2021; Falchikov, 2005; López-Pastor, 2009; Molina and searching for information. et al., 2020; Vallés et al., 2011). In this regard, Cano (2012, 16) considers that “It is interesting to diversify the The POL are based on a formative assessment whose agents involved in the evaluation so that the students can principal aim is to improve the learning-teaching processes participate and put possible strategies for self-evaluation in which they are contained (López-Pastor, 2009) while and evaluation between equals into action.” If the aim is to promoting authentic learning (Barba-Martín et al., 2010). find out the results of applying the competence approach The assessment should be part of the training process with in Spanish Education we must give students a voice and continuous feedback to inform students of the point of the analyse their perceptions. learning and competence acquisition process they have reached (Cañadas, et al. 2018; Martínez-Mínguez & Flores, When different agents intervene in the evaluation process 2014). Some studies report students’ satisfaction with POL they are obliged to understand, know and coordinate with co-assessment through the feedback received (Martínez- each other (Martínez-Mínguez et al., 2019). Panadero et al. Mínguez et al., 2019), or in general (Galván & Farías, 2018; (2019), in a study that explored evaluations in the current Gómez & Quesada 2017; Valvanuz & Salcines, 2018). Spanish Higher Education, concluded that evaluations between equals and self-evaluations were not normally In the study by Martínez-Mínguez et al. (2020) the used. For Martínez-Mínguez et al. (2019) this situation would students reported that the POL require intense and improve if teachers and students were to be given better constant attention although they are well balanced as training for their reflective and critical capacities, with the regards theory and practice. They also considered the support of the Administration (Zapatero et al. 2018). formative assessment and the feedback received in this type of project to be good for acquiring professional Another key factor that can influence the possibilities competences. Authors such as Nieva et al. (2020) state and limitations in the expected structural changes through that the students consider that the greatest benefit to their the new curriculums for competences is the methodology learning comes from the feedback received, as it makes used. This is a key factor for developing effective, them reflect, learn from their mistakes and be more aware systematic, functional and significant learning activities, of the quality of their learning. while giving students relevant competences for their future Some studies on university teachers who teach from professional careers (Peñarrubia-Lozano, et al., 2021) and the perspective of the formative shared assessment, for favouring a transforming learning model. learning and as learning, have a positive opinion in general, Possibilities and limitations of formative assessment in Projects Oriented Learning Diverse active methodologies have been used in Higher even though it involves much dedication and effort, but Education, such as Learning-Service, designed to improve these are balanced by the results obtained (Colomer the quality of the learning process in the educational et al., 2018; Hortigüela et al., 2019; Nieva et al. 2020; community (Martín et al., 2018) and Project Oriented Romero-Martín et al., 2014). It is thus of interest to study Learning (POL), which were given in the primary PE area the possibilities and limitations of this type of assessment and in the opinion of López & Vicente (2015), López-Pastor and its effects on the competences acquired by students in et al. (2020) and Martínez-Mínguez et al. (2020) are good early childhood PE subjects to make them feel sufficiently practice as a methodological activity. For Álvarez (2008), well prepared to give classes in Area 1 of the curriculum the POL have three characteristics: i) they allow the through practical sessions. students to learn autonomously in different scenarios The aim of the present study was thus to analyse the supervised by a teacher, ii) their learning principle is students’ perception of the possibilities and limitations of based on “how to do” and develops professional skills formative shared assessments in improving the learning and competences, and iii) the students are responsible process by means of an active participative methodology in for their own learning, although the teacher can be called the area of early childhood school PE. on if required. The POL are based on cooperative learning to promote the acquisition of generic professional competences, leadership, self-sufficiency, a critical Methodology capacity and communicative skills (Barba et al., 2012), The study was carried out within a positivist paradigm, also values like fairness, solidarity, responsibility and giving a scientific character to education by measuring cooperation (Guilarte et al., 2008). Current research real observable things or data in the social sciences and Cultura, Ciencia y Deporte | AÑO 2023 | VOL. 18 | NUM. 55 | PAG. 105 A 131 | España | ISSN 1696-5043 Possibilities and limitations of formative assessment in Projects Oriented Learning Nieva Boza et al. 108 discovering the relationships between the facts (Bisquerra, compulsory subject in the fourth year of the Degree in Early 2014; Latorre et al., 2003). Childhood Education at the Educational Science Faculty of the Autonomous University of Barcelona (AUB). The results The methodological focus was quantitative, using the were obtained during the period between the 2014-15 support of small qualitative notes through a design embedded and 2019-20 academic years, with the exception of 2017- in a dominant quantitative model (Hernández et al., 2014). 18, which was omitted due to a lack of data because the Creswell (2009, 188) states that “… more information can subject participated in a research project in which the POLs be obtained from a combined quantitative and qualitative were not analysed. study than from either form alone”, since it provides a The EF&C activity is carried out during this subject greater understanding of the reality studied. through a POL known as the Co-Tutored Pyschomotor The scope of the study was descriptive and was based Learning Project in which groups of five students must on a review of the literature from the perspective of its design and carry out a psychomotor session first with their objectives. The aim was to specify the important properties classmates and then with pupils in a school. The evaluation and characteristics of the subject analysed by specifying is by means of hetero-assessment, co-assessment and self- the characteristics of the groups, processes, objectives or assessment. phenomena analysed (Hernández et al., 2014). Table 1 gives the details of the F&SA instruments in the Contextualisation order in which they were used in the project. The study involved a subject included in the area of PE entitled “Corporal and Psychomotor Education”, a Table 1. Description of F&SA instruments in the POL Evaluation Instrument Description Assessor 1st Scale of Professional Psychomotor Self- Allows students to self-assess their professional S Assessment Competences psychomotor competences. Assesses specific aspects of psychomotor 2nd Rubric: theoretical explanation of content: concepts, evolution of content and S; U; C psychomotor competences methodology 3rd Practical teaching assessment guide for Assesses key elements of teaching role in a U university sessions Psychomotor session 4th Hypothesis of practical university Considers and anticipates possible practical S; C session events in a university session Possibilities and limitations of formative assessment in Projects Oriented Learning Assesses key elements of Psychomotor session 5th School assessment session guide P adapted to a real context Considers and anticipates possible practical 6th Hypothesis of practical school session S; P events with children 7th Rubric: explanation of POL and Assesses key aspects of POL and documentation documentation of Psychomotor session with S; U; C of Psychomotor session with children children This scale is repeated at the end of the project to 8th Scale of Professional Psychomotor Self- identify competence changes acquired during the S Assessment Competences process Note: (S)= Student; (U)= University teacher; (P)= Psychomotor teacher; (C)= Classmates (students). Sample Table 2). This allowed us to “focus on the subject under The sample was homogeneous (Hernández et al., 2014) study or highlight situations, processes or episodes in a as all the 650 participants were students of the subject social group” (Hernández et al., 2014, 388). analysed in the five academic years between 2014 and 2020 except 2017-18 for reasons beyond our control (see Cultura, Ciencia y Deporte | AÑO 2023 | VOL. 18 | NUM. 55 | PAG. 105 A 131 | España | ISSN 1696-5043 Possibilities and limitations of formative assessment in Projects Oriented Learning Nieva Boza et al. 109 Table 2. Study sample Sex Years Participants Age (average score) Women Men 2014-2015 108 106 2 24.14 2015-2016 137 134 3 24.42 2016-2017 118 115 3 24.14 2018-2019 148 145 3 22.56 2019-2020 140 134 6 22.89 TOTAL 651 126.8 3.4 23.63 Instrument Both questions were answered on a Likert scale of A single data collection instrument was used in the between 1 and 4 points (1= 0, 2= Little, 3= Quite a lot, 4 = study which was applied in five consecutive years entitled Perfectly). “Don’t know” or “Can’t answer” were also possible. “A questionnaire on POLs as a Good Practice experience” For the qualitative data, an open question was analysed (QTLPGPE). This was developed from the “Questionnaire on the good practice learned from the TPL included in the on the methodology and evaluation in Primary Education subject. PE” designed by the Formative and Shared Assessment Network in University Teaching and validated by Castejón Data analysis et al. (2015). The mean of the points (M) was used for the qualitative The questionnaire containing 16 questions was analysis of the two QTLPGPE questions, as it was the answered after finishing the degree course. Two questions arithmetic average of a distribution (Hernández et al. 2014), were selected that analysed the 11 items considered to be the standard deviation (SD) and the average deviation of the most important to respond to the study’s aim. the points with respect to the average (Jarman, 2013). The averages and SD of the student sub-groups were also I.- Say whether you agree with the following statements compared. in relation to the subject’s assessment system: The quantitative analysis was carried out on the IBM a) There is a previous, negotiated agreement of the Statistical Package for the Social Sciences (SPSS) Version assessment system. 20, while the qualitative analysis of the open question was b) It focuses on the project, on the importance of daily done on the Nudist N-Vivo 11R program. The qualitative work. responses were in the form of codified textual citations, indicating the participant’s academic year. c) The student is more motivated and the learning Possibilities and limitations of formative assessment in Projects Oriented Learning process is more motivating. The participants were previously informed of the study’s aims and characteristics in accordance with the d) The marking system is fair. AUB’s recommendations as regards their consent, the e) It allows functional and significant learning. anonymity and confidentiality of the answers and the diffusion of the data. f) The theory and practice are interrelated. g) There is feedback and the possibility of correcting Results errors in documents and activities. Table 3 gives the quantitative results of both questions II) Indicate whether you agree with the following and their 11 items. Most of the statements are seen to have statements regarding the subject’s method of elicited favourable responses and have an arithmetic mean assessment. of more than 3 out of four, except for three questions with h) The work dynamics are not well known, they lack less than 2.5, which coincided with the three highest SDs. habit. The arithmetic means of the different statements show some differences in the different years, although the i) It needs to be previously understood. overall mean and SD are very similar (higher than 3 and j) The work/credit ratio is out of proportion. 0.8, respectively) and that the 2018-19 year had the highest mean (M= 3.28). k) It demands to participate in my own assessment (self-assessment). Cultura, Ciencia y Deporte | AÑO 2023 | VOL. 18 | NUM. 55 | PAG. 105 A 131 | España | ISSN 1696-5043 Possibilities and limitations of formative assessment in Projects Oriented Learning Nieva Boza et al. 110 The data in Table 3 are then analysed according to The relationship between the quantitative data the variables given in Table 4, which were divided by a obtained and the variables created is then described deductive-inductive categorization process (Gibbs, 2012) and complemented by qualitative contributions from the into five groups: participation, learning process, motivation, responses to the open question in the questionnaire. creating instruments and time dedicated. Table 3. Average scores and standard deviation of both questions Year Year Year Year Year Total sample Question 2014-2015 2015-2016 2016-2017 2018-2019 2019-2020 M DT M DT M DT M DT M DT M DT a 2.13 1.263 1.90 1.216 2.11 1.404 2.00 1.174 2.55 1.180 2.02 1.313 b 3.49 .654 3.34 .776 3.45 .594 3.45 .674 3.67 .552 3.49 .651 c 3.38 .678 3.29 .740 3.40 .601 3.26 .781 3.55 .621 3.33 .630 d 3.12 .76 2.93 .865 3.25 .677 3.07 .777 3.24 .731 3.10 .746 e 3.75 .464 3.68 .544 3.74 .458 3.66 .510 3.84 .389 3.82 .404 f 3.72 .513 3.66 .532 3.75 .466 3.59 .604 3.74 .525 3.80 .420 g 3.37 .821 3.10 1.098 3.62 .557 3.26 .871 3.48 .726 3.29 .749 h 1.95 1.164 1.76 .980 1.50 1.091 2.07 1.170 2.19 1.179 2.22 1.202 i 3.17 .785 3.07 .717 3.12 .763 3.15 .746 3.30 .819 3.21 .832 J 2.4 1.318 2.32 1.223 1.57 1.134 2.99 1.151 2.51 1.277 2.61 1.354 K 3.48 .761 3.45 .817 3.35 .801 3.36 .828 3.70 .530 3.49 .768 OVERALL 3.13 .8 3.01 .84 3.07 .75 3.13 .81 3.28 .75 3.14 .8 AVERAGE Table 4. Relation of study variables with statements on both questions in QTLPGPE questionnaire Dimension Variables Questionnaire questions Student participation in assessment i; k limitations of the Possibilities and Assessment Systematic, functional and significant learning process b; e; f; g Students’ motivation h; c Possibilities and limitations of formative assessment in Projects Oriented Learning Student participation in compiling instruments a; d Time required j Variable 1: student participation I would recommend it, since I consider that putting the in the assessment documentations into practice is very effective for the The statements related to this variable in both questions self-assessment, for learning from one’s mistakes, for were: k) It demands to participate in my own assessment realizing what you got right and for developing as an (self-assessment), and i) It needs to be previously understood. educator (student in 2016-17). In both, the answers have a mean greater than 3 out of 4 I think that at the beginning the activity was not very (M = 3.48 y M = 3.17, respectively), and confirm that self- clear since we did not know much about the subject, evaluations are used in the POL and that there is a need to even though everything was explained in the teaching know the methodological and assessment process of the guide. After doing it you realise that the activities are proposed experience from the beginning pf the subject. about self-criticism, self-assessment and a revision Some of the students’ opinions that corroborate their of everything you have done in the subject. I have no perception of this variable are also given in relation to doubt that it is work, but work that involves you, it is the POL assessment process. They also consider that the whatever you want to put into it at whatever level of self-assessment allows them to reflect on what they have awareness and self-assessment you want (student learned and what needs to be improved. 2018-19). Cultura, Ciencia y Deporte | AÑO 2023 | VOL. 18 | NUM. 55 | PAG. 105 A 131 | España | ISSN 1696-5043 Possibilities and limitations of formative assessment in Projects Oriented Learning Nieva Boza et al. 111 As this student has pointed out, the POL consists of to see and hear in a real experience all that you have a set of diverse activities presented at the start of the learned in the subject (student 2015-2016). year and could give a sensation of puzzlement and I think that this activity is highly positive as it involves going misunderstanding. However, Item i) confirms that the to a school and putting a proposal made in the university students were able to understand the POL as a whole and into practice; very often, we don’t know whether all we one of the reasons for this perception could be that the propose will work in a real context (student 2014-2015). subject is well organised and supported by the teachers. Finally, the students describe the importance of Item g) in I find the subject to be well structured and planned. The the POL and F&SA. They considered it to be an experience POL is a different type of activity but is very useful for with the significant help of their teachers that allows them practical and effective learning. It may be a lot of work at to see the point they have reached in the learning process the beginning, but the guides, indications and tutorials and what they must do to improve: with the teachers are a great help (student 2019-20). In the POL I saw the connection between the university It is a long activity that includes different areas that lead and the school as really positive. The help from the to a final objective. Also, as it consists of sub-activities it teacher has been a great help and we got the sensation allows a learning process in which you gradually acquire that it was one of the subjects in which we learned most, the concepts and this is enriching, since in my case I since we were actually involved in it (…) the help from the could clearly see improvement and evolution (student psychomotor educator was impeccable. The experience 2019-2020). has made us reflect on many attitudes, both positive and Variable 2: systematic, functional negative, and even on attitudes we were not even aware and significant learning process of (student 2018-2019). All the statements referring to the formative and shared This is a very recommendable activity in which you can assessment of the learning process all are considered to be see your weak points as a teacher, also your limitations higher than 3. and what you need to improve. At the same time it helps you to see what a session is actually like and it makes you Those considered best were e) It allows functional and adapt all the session to the children’s needs at all times significant learning (M = 3.75) and f) It allows functional and (student 2014-2015) significant learning (M = 3.72). The third best evaluated was b) It focuses on the project and on the importance of daily work Variable 3: students’ motivation (M = 3.49), while the fourth was g) There is feedback and the The results of Item c) The student is more motivated, the possibility of correcting errors in documents and activities (M learning process is more motivating describes the students = 3.37). as involved in the development of the experience, as it has The qualitative data confirmed that the POL and F&SA a mean of 3.38, while the results of h) The work dynamics are promote the acquisition of useful, necessary and lasting not well known, they lack habit obtained a score of less than learning. 2 out of 4 (M = 1.95). Item h) may therefore indicate that using similar experiences to those in this subject is still not This is one of the subjects in the course in which I learned common in higher education. Possibilities and limitations of formative assessment in Projects Oriented Learning most and will be most useful to me in the future as a teacher. The type of subject involving a great deal of The opinions found in these academic years describe the practice is really appreciated as much more is learned students as claiming more learning experiences like the POL, and more experience is gained (student 2018-2019). in which their personal involvement plays a relevant role: I think that if more core subjects of this type were to be This was the most significant activity that I have done included in the course we would learn more and finish throughout the course. I think that all the subjects the degree course better prepared. Personally, I greatly should include activities of this type as they give us enjoyed the POL (student 2019-2020). the opportunity to program things and put them into practice in a real group, seeing in a critical way what we Few subjects are so enjoyable and make you feel you have done best, what needs to be improved and what we have evolved and learned so much in such a short time must do to improve etc. (student 2014-2015) (student 2018-2019). In the opinion of the latter student, in Item f) the I consider it a highly motivating activity as it is different to importance of knowing a real school context in which the what we are used to (student 2019-2020). theoretical and practical knowledge can be put into practice is highlighted: Variable 4: student participation in creating the instruments It has made me see the reality of a centre of education, The items referring to this variable were a) There is a what psychomotor sessions are like, how to plan them previous, negotiated agreement of the assessment system and d) and put them into practice at first hand (…) it allows you The marking system is fair. A value of 2 out of 4 was obtained for Cultura, Ciencia y Deporte | AÑO 2023 | VOL. 18 | NUM. 55 | PAG. 105 A 131 | España | ISSN 1696-5043 Possibilities and limitations of formative assessment in Projects Oriented Learning Nieva Boza et al. 112 a), showing a low perception of this previous agreement in the In these qualitative aspects, the need to change subject (M = 2.13), since the teaching-learning activities and the subject from six-monthly to annual is considered, assessment were only designed by the teachers. However, corroborating the perception of a high workload in the in spite of this perception of a low consensus the students subject and that more time is needed to carry out the POL: consider the mark to be fair with an M = 3.12 (Item d). The only thing I would change is to extend this subject to The results of Item a) indicate one of the experience’s an entire year because you have to do a lot of work in a limitations and the opinions expressed corroborate this short time (student 2015-16). perception: I think it is very useful and you learn a lot. I also think I consider that the assessment rubrics should be there is a lot of work to do for the number of credits in designed jointly by teachers and students, possibly the subject. I think this amount of work deserves more starting from an item compiled by the teacher, but credits (student 2018-19). allowing the students to select the items they consider to be the most important. (student 2019-2020). Discussion The only aspect I would change is the assessment, The results agree with those reached by Álvarez since what is done in the session with adults is given a (2008) in that the formative assessment helps to acquire higher score than the one with children, and I personally professional competences (M = 3.48), promotes functional performed much better in the school than at the and significant learning (M = 3.72) and strengthens the university (student 2016-2017). relationship between theory and practice (M =3.75), showing In spite of this obstacle, it can be seen from Item d) that the highest means. They also agree with those made by the students were in general satisfied with the POL and Meyer (2002) in that the POL and its assessment provide F&SA as described in the following evaluations: the students with the right tools to solve the problems they will find related to the area of early childhood PE in their For me this was a completely new activity. In all my years professional careers. These data are related to those given as a student I had never been in this situation. At the by Barba et al (2012), who associated the POL with teachers’ beginning I was a bit lost, I didn’t know where to start work through generic and professional competences. but in the end the members of the group gradually made their contributions and together we moved forward in Regarding the variable participation of the students in the activity and at the end I was very satisfied with the the assessment, the results indicate that it helps to increase result. I think it was one of the few activities I have done the critical and communicative capacity, as the students are in the university that seemed to be really useful for my required to participate in their own assessment (M = 3.48), future career as a teacher (student 2018-19). as Barba et al. (2012) pointed out when they refer to the generic competences such as leadership, self-sufficiency, You need to give it a lot of time for everything to turn critical and communicative capacity and their assessment out well and you have to be meticulous about not leaving by the POL. out any of the details and always keep the basic theory in mind. In spite of that, it was one of the most enriching The students reported satisfaction with the feedback projects I have taken part in during the course and I am received and the possibility of correcting mistakes (M = 3.37), Possibilities and limitations of formative assessment in Projects Oriented Learning happy with the result obtained both personally and as as in the studies by Gómez & Quesada (2017) and Valvanuz regards my training (student 2019-20). & Salcines (2018). This confirms that the F&SA improves the teaching-learning process with continuous feedback Variable 5: time devoted to the subject to inform the students about what point of the learning Regarding the last variable j) The work/credit ratio is out process and they have reached and the competences they of proportion, the participants said they found that the have acquired (López-Pastor, 2009; Martínez-Mínguez & subject’s credits and the time required to carry out the Flores, 2014). In agreement with Panadero & Lipnevich different exercises were not in proportion (M = 2.4) and its (2022), it is important that the information contained in SD is the highest of all the items (SD = 1.318). These results the feedback is of good quality, adapted to the students’ could indicate that the students have an asymmetric characteristics and can be useful to the learning process. perception of an excessive amount of work and time they Romero-Martín et al. (2014) consider that the assessment need to devote to the POL. should not be used only in the learning process but also as In spite of being one of the activities that gave me most a strategy for the students’ improvement and assistance work during the course, it was also one of those I enjoyed during the entire formation process. In the present study, most and I can say with certainty that we learned the students also considered that the POL focused on the everything down to the last detail.(student 2019-20). process and gave a great deal of importance to daily work (M = 3.39). I think that it demands a lot of you. You have to devote many hours of working on your own but the final result is As regards limitations, in general few negative aspects very useful and significant (student 2017-2018). were found, in agreement with the study by Gallardo- Cultura, Ciencia y Deporte | AÑO 2023 | VOL. 18 | NUM. 55 | PAG. 105 A 131 | España | ISSN 1696-5043 Possibilities and limitations of formative assessment in Projects Oriented Learning Nieva Boza et al. 113 Fuentes et al. (2018). One of the aspects that could other higher education courses in which the relationship be reviewed in our study is the aspect of the previous between theory and practice is a relevant aspect of the negotiation of the assessment process, which should be learning process. improved as it is closely related to the concept of the F&SA Missing out the 2017-18 academic year during the study (Atienza et al, 2016). period (2014-20) and changing the teachers of the subject Another limitation we found is related to the perceived in the different years were seen to be limiting aspects. imbalance between the credits awarded and the hours Finally, this study allowed the teachers of the subject to devoted to the subject. This is something that should determine the methodological and assessment aspects be borne in mind in the future to improve the formative that need to be improved, also those that should be assessment of the POL. However, the studies by Gallardo- maintained for the acquisition of the necessary professional Fuentes et al. (2020) and Souto et al. (2020) consider that competences in PE required by early childhood school this imbalance is due to comparing competence subjects teachers. As one of the students remarked: with others that have a traditional assessment system, since it has been shown that the actual hours spent by the I think that filling in this questionnaire is a good tool for students are in proportion to the subject’s official credits. knowing the pupils’ opinion so as to be able to make changes to certain aspects to improve the experience in Finally, with regard to the limitations, the tendency of the subject. Not many subjects take the pupils opinions the overall arithmetic means can be seen to rise gradually into account (student 2016-17). until the 2018-19 academic year and then fell in the final year, although it was still higher than the previous years. This could have been due to a change in the teaching staff Funding in the final year analysed. In complex subjects such as the This experience was part of the competitively funded F&SA and POL stability and experience are required in the research project Students self-assessment competences teachers to understand the different phases in this learning and teachers’ professional development. Improving teachers’ and assessment process. practice and innovation working for psychomotor learning projects co-tutored by universities and schools. Call of the AGAUR-Cataluña for research funding for the improvement Conclusions of teachers’ initial training, Reference Nº 2017-ARMIF-00013. In conclusion, this study responded to its main objective of analysing the possibilities and limitations of the F&SA to improve the significant and functional learning process of Bibliography PE in the Early Childhood Education PE degree course. Álvarez, I. (2008). 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