2026-06-29T21:06:57Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/79812023-11-11T01:07:02Zcom_10259_5786com_10259_5086com_10259_2604col_10259_5787

Hortigüela Alcalá, David Palacios Picos, Andrés López Pastor, Víctor 2023-11-10T08:49:25Z 2023-11-10T08:49:25Z 2019 0260-2938 http://hdl.handle.net/10259/7981 10.1080/02602938.2018.1530341 1469-297X The use of formative and shared or co-assessment has been shown to improve the motivation, involvement and learning of university students. The aim of this study is to analyse the effect that implementing these processes has on university students’ perception of their acquisition of transversal competences. The participants in the study were 1021 students from five Spanish universities taking degree courses in primary education or physical education and sport science. They all experienced formative and shared or co-assessment throughout a complete academic year of their courses. For the data collection, a Self-Perception Scale of Transversal Competences was created, which had adequate values of reliability and validity. Using a transversal design (inter-subjects), inferential statistical analysis was undertaken of the differences in means between the perception of a range of transversal competences before and after the course. The results show significant perceived improvements at the end of the course for most of the competences analysed, which indicates, among other thing, the value and importance of this type of assessment for the educational process. eng http://creativecommons.org/licenses/by-nc/4.0/ info:eu-repo/semantics/openAccess Atribución-NoComercial 4.0 Internacional Formative and shared or co-assessment Transversal competences Higher education Student perception Authentic assessment The impact of formative and shared or co-assessment on the acquisition of transversal competences in higher education info:eu-repo/semantics/article