TEACHER TRAINERS', TRAINEES' AND ALUMNI'S PERCEPTIONS OF ASSESSMENT SYSTEMS IN PHYSICAL EDUCATION TEACHER TRAINING DEGREES

This study was aimed at investigating the perceptions that teacher trainers, trainees and alumni had regarding assessment systems implemented at the Faculty of Physical Activity and Sport Sciences of the University of Leon (Spain). A specific questionnaire named Questionnaire for the study of assessment systems used in physical education teachers' initial training was applied to a sample of 24 teacher trainers, 43 trainees and 35 alumni. Data obtained were analyzed through descriptive statistics, and a Mann-Whitney U test for detecting differences among groups. Results show similar perceptions between trainees and alumni, and important differences between them and the teacher trainers. The main differences were found in: a) coherence between programs and assessment systems, b) use of assessment in a formative way, c) presence of cognitive capacities in assessment systems, and d) potential causes of inadequate assessment systems. Smaller differences were found in assessment tools, and remarkable similarities in grading systems. We conclude that teacher trainers' perceptions are closer to formative assessment processes than trainees' and alumni's, who generally perceive more traditional based assessment systems. Some reflections and orientations for future research are also provided.