2026-04-17T13:53:30Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/57892021-11-02T12:03:35Zcom_10259_5786com_10259_5086com_10259_2604col_10259_5787

00925njm 22002777a 4500 dc Barba Martín, Raúl A. author Hortigüela Alcalá, David author Pérez Pueyo, Ángel author Sánchez Santamaría, José author 2020-11 The involvement of university students in their own assessment leads to motivation towards learning. The aim of this study is twofold. The first aim is to analyze the factors of evaluation in Physical Education that generate motivation and involvement. To do this, we have discussed five factors: (1) to generate awareness of what is being learned; (2) to delimit the deadlines in the development of tasks; (3) to associate it with the development of competencies; (4) to apply it in a variety of contexts and tasks; and (5) to allow reflection on the teaching and learning process. The second aim, based on the previous one, tries to delimit strategies to implement a quality evaluation in the university classrooms. Five strategies have been analyzed: (1) triadic assessment; (2) grade distribution; (3) collaborative creation of instruments; (4) elaboration of formative questions; and (5) use of apps. Finally, a series of reflections are proposed to put into practice the formative and shared assessment as opposed to the traditional evaluation. This manuscript is a substantial contribution to the existing literature, as it serves as a clear guide for university teachers to implement this type of assessment in the classroom, generating student motivation and transferability of their learning. http://hdl.handle.net/10259/5789 10.3390/su12218842 2071-1050 motivation formative assessment self-regulation competence learning student involvement Conceptual analysis of influential factors in the motivation and involvement of the university student towards the assessment in physical education