Implementation of Participatory Evaluation in Higher Education Students to Improve Cooperation in Collective Sports

Abstract

Javier Alvarez Medina, Pablo Usan Supervia, Jaime Casterad Seral and Victor Murillo Lorente*

The society demands from the University to help create democratic citizens, so the evaluation process must be oriented towards a more progressive perspective where the responsibility of the evaluation ceases to be alone in the teacher and is distributed giving active participation to the students. The main objective of this work is to actively involve students from the beginning of the course through the use of different participatory evaluations, as well as to analyze the possible differences in perspective between teachers and students. Prospective study with pre and post measures after didactic intervention of 8 months in the 2018-2019 academic year with the students of the second year of the Degree of Physical Activity and Sports Sciences of the University of Zaragoza of the subject of Collaboration-Opposition Sports (n = 66). Different types of participatory evaluation have been used (self-assessment, co-evaluation). Descriptive results given in mean, standard deviation, frequency, percentage and opinion of the students. By not following a normal distribution, non-parametric tests (Shapiro-Wilcoxon) have been applied, establishing significant differences when p?0.05. The Cronbach's alpha index has been used to establish the reliability of the student's gradeteacher's grade ratio. Data analyzed using the statistical package SPSS 26.0. The results obtained show that the use of different participatory assessments actively involves students from the beginning of the course. The students at the beginning of the course are not prepared to self-evaluate their own products or those of their peers, however, at the end of the course they demonstrate being trained, obtaining a good reliability between the student and teacher's grade. The assessment of the use of different types of participatory evaluation by students is very satisfactory, reinforcing their inclusion and the possibility of being increasingly taken into account in the final qualification of students.