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dc.contributor.authorBarba Martín, Raúl A.
dc.contributor.authorHortigüela Alcalá, David 
dc.contributor.authorPérez Pueyo, Ángel
dc.contributor.authorSánchez Santamaría, José
dc.date.accessioned2021-05-31T11:42:07Z
dc.date.available2021-05-31T11:42:07Z
dc.date.issued2020-11
dc.identifier.urihttp://hdl.handle.net/10259/5789
dc.description.abstractThe 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoenges
dc.publisherMDPIes
dc.relation.ispartofSustainability, 2020, V. 12, n. 21, 8842es
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectmotivationes
dc.subjectformative assessmenten
dc.subjectself-regulationen
dc.subjectcompetence learningen
dc.subjectstudent involvementen
dc.subject.otherEnseñanza superiores
dc.subject.otherEducation, Higheren
dc.subject.otherDeporteses
dc.subject.otherSportsen
dc.subject.otherEducaciónes
dc.subject.otherEducationen
dc.titleConceptual analysis of influential factors in the motivation and involvement of the university student towards the assessment in physical educationen
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttp://dx.doi.org/10.3390/su12218842es
dc.identifier.doi10.3390/su12218842
dc.identifier.essn2071-1050
dc.journal.titleSustainabilityes
dc.volume.number12es
dc.issue.number21es
dc.page.initial8842es
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones


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