Víctor M López-Pastor
Biographic Data
| ID | 1497641 |
|---|---|
| NAME | Víctor M López-Pastor |
| GIVEN NAMES | Víctor M |
| FAMILY NAME | López-Pastor |
| SIGNATURE | LÓPEZ-PASTOR V M |
| AFFILIATIONS | Universidad de Valladolid |
| ORCID | 0000-0003-2681-9543 |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 29 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1969 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Un taller de mimo y expresión corporal en la for-mación inicial del profesorado de Educación In-fantil
En este artículo se presenta una experiencia sobre un taller de mimo en la formación inicial del profesorado (FIP) de Educación infantil. Explicamos la importancia que tienen estas prácticas en la FIP de Educación infantil en dos ámbitos: (a) vivenciar prácticas de expresión corporal, mejorando su competencia expresiva; (b) dotar de recursos didácticos para trabajar dicha competencia en las aulas. El taller de mimo forma parte de la asignatura "E…
Intercultural training and attitudes of physical education teachers towards immigrant students in Chile
The number of immigrant students has significantly increased in Chile over the past decade; this has posed new challenges for teacher education in the field of Physical Education (PE), especially in the southern macrozone of the country, where there have historically been tensions related to the recognition of cultural diversity within schools. The present study was conducted in three university campuses in the southern macrozone of Chile. The st…
External Constraints on the Development of Quality Assessment of Students’ Learning in Higher Education
Learning-oriented assessment models, which tend to generate better learning processes, better academic performance and greater student involvement in teaching–learning processes, are increasingly being used in European universities; they are also more suitable for competence-based learning. However, there are a number of constraints that hinder their implementation, either due to internal (lack of teacher training and attitude/motivation to make …
Competencia investigadora, investigación-acción y formación permanente del profesorado
This article examines the impact of a continuing education seminar on Formative and Shared Evaluation (F&SA) on the research competence through the implementation of Action Research (A-R) cycles to promote educational innovation. This study is based on qualitative methodology that analyses of meetings and reports made by teachers. The results show that the seminar facilitated the transformation of the participants' educational practices, promotin…
Participación del alumnado en la elaboración del examen teórico
Los exámenes en la Formación Inicial del Profesorado (FIP) pueden repercutir tanto en la vida académica del alumnado como en su posterior docencia. Por ello, la aplicación de sistemas de Evaluación Formativa y Compartida (EFyC) pueden ayudar a mejorar su aprendizaje de manera constante. Se presenta un estudio con tres preguntas de investigación principales: (a) ¿Qué influencia puede tener, en la FIP, la implicación del alumnado en la elaboración …
Uso de las TIC durante el confinamiento por Covid-19 y nivel de conexión del alumnado en Educación Física
La situación producida por la pandemia COVID-19 hizo que el uso de las Tecnologías de la Información y la Comunicación (TIC) adquiriera una importancia relevante dentro del sistema educativo en general y del área de Educación Física (EF) en particular. En este estudio se pretende analizar: (1) las aplicaciones informáticas más utilizadas por el profesorado de EF; (2) las variables que han influido en su mayor o menor uso; y (3) el número de estud…
Academic Performance and Competence Perception in Physical Education Final Year Projects
The present study aims to examine to what extent the global academic performance achieved in the Degree/ Master’s Degree determines the level of competencies acquired through the final year project (TFG for Degrees and TFM for Master’s Degrees) in Physical Education preservice teacher education (PSTE-PE). The study was conducted based on the replies to a questionnaire that was built ad-hoc on the basis of studies regarding competency perception s…
Longitudinal Study on the Effects of Formative and Shared Assessment on Pre-Service Teacher Education
This study presents the research outcomes of a Formative and Shared Assessment experience in future Early Childhood Education teachers over two consecutive academic years, paying special attention to the assessment system’s advantages and disadvantages, student’s academic performance and teacher and student workload. It was a developmental longitudinal ex-post-facto study conducted in one cohort of pre-service teacher education (PSTE), applied to…
Formative assessment and pre-service teacher education
This study further explores the analyses of Physical Education Teacher Education students’ experiences about Formative and Shared Assessment (F&SA) in Physical Education (PE) during their primary and secondary education, in their perception about F&SA experienced in the subject of ‘Didactics of PE in Primary Education’; and in their expectations about its application in their future teaching practice. To this end, 42 reflection diaries were colle…
Formative and Shared Assessment and Feedback
Producción Científica
Formative and Shared Assessment and Final Degree Projects in Physical Education Pre-service Teacher Education
Producción Científica
Formative and shared assessment
Assessment is a key element in the teaching–learning process in physical education (PE). In 2020, the Association Internationale des Écoles Supérieures d’Éducation Physique (AIESEP) published a position statement on PE assessment, in which it reviews the current state of the field and establishes the current yet forward-looking main lines of research on this topic. The most widely used approach, which this article reviews in depth, is assessment …
Proyectos De Aprendizaje Tutorado Y La Evaluación Formativa Y Compartida en La Docencia Universitaria Española
La finalidad de este estudio es conocer y comparar los resultados de la puesta en práctica de un sistema de evaluación formativa y compartida en la actividad de aprendizaje denominada proyectos de aprendizaje tutorado (PAT) en una asignatura de Formación Inicial del Profesorado de una universidad pública española. Realizamos un estudio ex post facto con una muestra de 38 alumnos del grado de educación infantil y 52 alumnos del programa de estudio…
El profesorado de Educación Física ante la situación de educación a distancia por Covid-19
This study aims to analyse the perception of Physical Education (PE) teachers on different aspects of on-line education in Spain due to the Covid-19 pandemic. An on-line questionnaire designed "ad hoc" has been applied to 526 PE teachers. The results show significant differences between a first period (March 13th-April 4th) and a second period (April 15th-end of course). Educational centres have adapted to the new circumstances in a positive way …
El rendimiento académico y la evaluación formativa y compartida en formación del profesorado
En la última década se está despertando un elevado interés por las ventajas que la aplicación de una evaluación formativa parece tener en la docencia universitaria. El presente estudio tiene como finalidad analizar si la Evaluación Formativa y Compartida en la Formación Inicial del Profesorado ayuda al alumnado a obtener mejores resultados académicos. Para ello se realiza un estudio de caso con 37 alumnos de la asignatura de Expresión y Comunicac…
Repercussions of the “Sport to break barriers” program in attitudes toward immigration in Andalusian high school students
The main objective of this study was to assess the effectiveness of an intervention program for the primary prevention of negative attitudes towards immigration and the promotion of favorable attitudes towards outsiders. At the end, it analyzed the repercussions of the intervention. In the study, participated 98 students (43 boys and 55 girls) with an average age of 13.15 years (± 1.12). A pre-experimental design of a single group was used with p…
La Evaluación Formativa y Compartida en contextos de Aprendizaje Cooperativo en Educación Física en Primaria
Los objetivos de esta investigación fueron dos. En primer lugar, estudiar si el profesorado de un grupo de trabajo que utiliza la metodología del Aprendizaje Cooperativo (AC) en Educación Física (EF) realiza sistemas de Evaluación Formativa y Compartida en dichas propuestas. En segundo lugar, examinar las responsabilidades que asume el alumnado de Educación Primaria en los procesos de evaluación dentro de las propuestas didácticas de EF basadas e…
The impact of formative and shared or co-assessment on the acquisition of transversal competences in higher education
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 educat…
Evaluación formativa en educación física y atención a la diversidad
El estudio analiza y compara la valoración y percepción del alumnado sobre el sistema de evaluación formativa y compartida (EFyC) utilizado. Participaron dos grupos de formación inicial del profesorado en Educación Física (FIP-EF) y formación profesional Técnico Deportivo Universitario (FP-TDU). Se utilizó una metodología mixta, los resultados muestran alta valoración a las ventajas de la EFyC en asignaturas especializadas en atención a la divers…
What do preschool students want? The role of formative and shared assessment in their right to decide / ¿Qué quieren los niños y niñas de Educación Infantil? El papel de la evaluación formativa y comp…
We present an experience on formative and shared assessment aimed at fostering student participation in the learning and assessment process in the first year of the second cycle of preschool education. The main objective is to encourage the students’ right to participate and make decisions concerning their own learning by means of assessment. In the article, we show several learning and assessment activities in which the students themselves are a…
Formative and shared assessment in higher education. Lessons learned and challenges for the future
Formative assessment is the process by which teachers provide information to students during the learning process to modify their understanding and self-regulation. An important process within this is shared assessment, which refers to student involvement in the assessment and learning practice, a process of dialogue and collaboration between teacher and students aimed at improving the learning process, both individually and collectively. The pur…
La Integración de los Estudiantes Inmigrantes en un Programa de Deporte Escolar con Fines de Transformación Social
El objetivo de este estudio es analizar la integración del alumnado inmigrante que participa del Programa Integral de Deporte Escolar del Municipio de Segovia, España (PIDEMSG). Para ello se ha llevado a cabo un estudio multicasos, enfocado desde una perspectiva etnográfica, con 11 grupos de deporte escolar (118 niños en total) en tres diferentes categorías (7-8, 9-10 y 11-12 años) con un foco específico en 68 estudiantes inmigrantes. Se realizar…
Formative assessment, communication skills and ICT in Initial teacher education
The purpose of this study is to analyze the perception of students, graduates, and lecturers in relation to systems of formative and shared assessment and to the acquisition of teaching competences regarding communication and the use of Information and Communications Technology (ICT) in initial teacher education (ITE) on degrees in Primary Teaching Physical Education (PTPE) and Physical Education and Sports Science (PESS). An ad hoc questionnaire…
Students’ perceptions of a graduated scale used for self-assessment and peer-assessment of written work in pre-service physical education teacher education (Pete)
Evaluación Formativa y Compartida en Educación Infantil. Revisión de una Experiencia Didáctica
This study examines the processes and results of implementing formative and co-assessment with a group of 14 Spanish students in the second cycle of pre-school education (5-6 years of age). The aim is to determine the degree of effectiveness of the project. The teaching methodology used in the experience is predominantly experiential, engaging a wide range of the students’ senses and based on their interests and motivations. A qualitative researc…
Formative and shared assessment
Assessment is a key element in the teaching–learning process in physical education (PE). In 2020, the Association Internationale des Écoles Supérieures d’Éducation Physique (AIESEP) published a position statement on PE assessment, in which it reviews the current state of the field and establishes the current yet forward-looking main lines of research on this topic. The most widely used approach, which this article reviews in depth, is assessment …
Formative assessment, communication skills and ICT in Initial teacher education
The purpose of this study is to analyze the perception of students, graduates, and lecturers in relation to systems of formative and shared assessment and to the acquisition of teaching competences regarding communication and the use of Information and Communications Technology (ICT) in initial teacher education (ITE) on degrees in Primary Teaching Physical Education (PTPE) and Physical Education and Sports Science (PESS). An ad hoc questionnaire…
Implicaciones de la evaluación en los enfoques de educación física cooperativa. El papel de la evaluación formativa y compartida en la necesaria búsqueda de coherencia
En este artículo analizamos las relaciones de coherencia que deben existir entre el tipo de Educación Física que se desarrolla y el sistema de evaluación que se lleva a cabo. Esto es especialmente importante cuando nos basamos en programas de Educación Física cooperativa. En un segundo punto realizamos un análisis crítico de los modelos tradicionales de evaluación-calificación en Educación Física. Posteriormente presentamos una propuesta alternat…
Medios, técnicas e instrumentos de evaluación formativa y compartida del aprendizaje en educación superior
En este trabajo presentamos una revisión de la literatura en español sobre la evaluación formativa y compartida del aprendizaje en el nivel universitario referente a los medios, técnicas e instrumentos de dicha evaluación. Los principales resultados apuntan a que a existe una cierta confusión en la utilización de términos como “instrumentos”, “herramientas”, “técnicas”, “dispositivos”, etc. (en ocasiones se utilizan diferentes términos para refer…
Medios, técnicas e instrumentos de evaluación formativa y compartida del aprendizaje en educación superior
En este trabajo presentamos una revisión de la literatura en español sobre la evaluación formativa y compartida del aprendizaje en el nivel universitario referente a los medios, técnicas e instrumentos de dicha evaluación. Los principales resultados apuntan a que a existe una cierta confusión en la utilización de términos como “instrumentos”, “herramientas”, “técnicas”, “dispositivos”, etc. (en ocasiones se utilizan diferentes términos para refer…
Implicaciones de la evaluación en los enfoques de educación física cooperativa. El papel de la evaluación formativa y compartida en la necesaria búsqueda de coherencia
En este artículo analizamos las relaciones de coherencia que deben existir entre el tipo de Educación Física que se desarrolla y el sistema de evaluación que se lleva a cabo. Esto es especialmente importante cuando nos basamos en programas de Educación Física cooperativa. En un segundo punto realizamos un análisis crítico de los modelos tradicionales de evaluación-calificación en Educación Física. Posteriormente presentamos una propuesta alternat…
Students’ self-grading, professor’s grading and negotiated final grading at three university programmes
This study was undertaken at three teacher education programmes and was designed to determine the following within each programme: (1) the reliability correlations among students' self‐grade (SSG), the grade granted by the professor (PG) and the negotiated final grade (NFG); (2) the range and frequency of grade differences between SSG and PG; and (3) the tendency of the negotiation on NFG as compared to SSG (i.e. NFG > SSG or NFG SSG in Programme…
Alternative assessment in physical education
Assessment is one of the most fraught and troublesome issues physical educators have had to deal with over the past 40 years or so. In light of the challenges this situation presents, in this paper we provide an overview of the international literature on assessment in school physical education. We give an account of both traditional and alternative forms of assessment, focusing in particular on recent approaches that may be considered belong to …
Evaluación Formativa y Compartida en Educación Infantil. Revisión de una Experiencia Didáctica
This study examines the processes and results of implementing formative and co-assessment with a group of 14 Spanish students in the second cycle of pre-school education (5-6 years of age). The aim is to determine the degree of effectiveness of the project. The teaching methodology used in the experience is predominantly experiential, engaging a wide range of the students’ senses and based on their interests and motivations. A qualitative researc…
Students’ perceptions of a graduated scale used for self-assessment and peer-assessment of written work in pre-service physical education teacher education (Pete)
Formative and shared assessment in higher education. Lessons learned and challenges for the future
Formative assessment is the process by which teachers provide information to students during the learning process to modify their understanding and self-regulation. An important process within this is shared assessment, which refers to student involvement in the assessment and learning practice, a process of dialogue and collaboration between teacher and students aimed at improving the learning process, both individually and collectively. The pur…
La Integración de los Estudiantes Inmigrantes en un Programa de Deporte Escolar con Fines de Transformación Social
El objetivo de este estudio es analizar la integración del alumnado inmigrante que participa del Programa Integral de Deporte Escolar del Municipio de Segovia, España (PIDEMSG). Para ello se ha llevado a cabo un estudio multicasos, enfocado desde una perspectiva etnográfica, con 11 grupos de deporte escolar (118 niños en total) en tres diferentes categorías (7-8, 9-10 y 11-12 años) con un foco específico en 68 estudiantes inmigrantes. Se realizar…
Formative assessment, communication skills and ICT in Initial teacher education
The purpose of this study is to analyze the perception of students, graduates, and lecturers in relation to systems of formative and shared assessment and to the acquisition of teaching competences regarding communication and the use of Information and Communications Technology (ICT) in initial teacher education (ITE) on degrees in Primary Teaching Physical Education (PTPE) and Physical Education and Sports Science (PESS). An ad hoc questionnaire…
The impact of formative and shared or co-assessment on the acquisition of transversal competences in higher education
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 educat…
Evaluación formativa en educación física y atención a la diversidad
El estudio analiza y compara la valoración y percepción del alumnado sobre el sistema de evaluación formativa y compartida (EFyC) utilizado. Participaron dos grupos de formación inicial del profesorado en Educación Física (FIP-EF) y formación profesional Técnico Deportivo Universitario (FP-TDU). Se utilizó una metodología mixta, los resultados muestran alta valoración a las ventajas de la EFyC en asignaturas especializadas en atención a la divers…
What do preschool students want? The role of formative and shared assessment in their right to decide / ¿Qué quieren los niños y niñas de Educación Infantil? El papel de la evaluación formativa y comp…
We present an experience on formative and shared assessment aimed at fostering student participation in the learning and assessment process in the first year of the second cycle of preschool education. The main objective is to encourage the students’ right to participate and make decisions concerning their own learning by means of assessment. In the article, we show several learning and assessment activities in which the students themselves are a…
El rendimiento académico y la evaluación formativa y compartida en formación del profesorado
En la última década se está despertando un elevado interés por las ventajas que la aplicación de una evaluación formativa parece tener en la docencia universitaria. El presente estudio tiene como finalidad analizar si la Evaluación Formativa y Compartida en la Formación Inicial del Profesorado ayuda al alumnado a obtener mejores resultados académicos. Para ello se realiza un estudio de caso con 37 alumnos de la asignatura de Expresión y Comunicac…
Repercussions of the “Sport to break barriers” program in attitudes toward immigration in Andalusian high school students
The main objective of this study was to assess the effectiveness of an intervention program for the primary prevention of negative attitudes towards immigration and the promotion of favorable attitudes towards outsiders. At the end, it analyzed the repercussions of the intervention. In the study, participated 98 students (43 boys and 55 girls) with an average age of 13.15 years (± 1.12). A pre-experimental design of a single group was used with p…
La Evaluación Formativa y Compartida en contextos de Aprendizaje Cooperativo en Educación Física en Primaria
Los objetivos de esta investigación fueron dos. En primer lugar, estudiar si el profesorado de un grupo de trabajo que utiliza la metodología del Aprendizaje Cooperativo (AC) en Educación Física (EF) realiza sistemas de Evaluación Formativa y Compartida en dichas propuestas. En segundo lugar, examinar las responsabilidades que asume el alumnado de Educación Primaria en los procesos de evaluación dentro de las propuestas didácticas de EF basadas e…
El profesorado de Educación Física ante la situación de educación a distancia por Covid-19
This study aims to analyse the perception of Physical Education (PE) teachers on different aspects of on-line education in Spain due to the Covid-19 pandemic. An on-line questionnaire designed "ad hoc" has been applied to 526 PE teachers. The results show significant differences between a first period (March 13th-April 4th) and a second period (April 15th-end of course). Educational centres have adapted to the new circumstances in a positive way …
Proyectos De Aprendizaje Tutorado Y La Evaluación Formativa Y Compartida en La Docencia Universitaria Española
La finalidad de este estudio es conocer y comparar los resultados de la puesta en práctica de un sistema de evaluación formativa y compartida en la actividad de aprendizaje denominada proyectos de aprendizaje tutorado (PAT) en una asignatura de Formación Inicial del Profesorado de una universidad pública española. Realizamos un estudio ex post facto con una muestra de 38 alumnos del grado de educación infantil y 52 alumnos del programa de estudio…
Participación del alumnado en la elaboración del examen teórico
Los exámenes en la Formación Inicial del Profesorado (FIP) pueden repercutir tanto en la vida académica del alumnado como en su posterior docencia. Por ello, la aplicación de sistemas de Evaluación Formativa y Compartida (EFyC) pueden ayudar a mejorar su aprendizaje de manera constante. Se presenta un estudio con tres preguntas de investigación principales: (a) ¿Qué influencia puede tener, en la FIP, la implicación del alumnado en la elaboración …
Uso de las TIC durante el confinamiento por Covid-19 y nivel de conexión del alumnado en Educación Física
La situación producida por la pandemia COVID-19 hizo que el uso de las Tecnologías de la Información y la Comunicación (TIC) adquiriera una importancia relevante dentro del sistema educativo en general y del área de Educación Física (EF) en particular. En este estudio se pretende analizar: (1) las aplicaciones informáticas más utilizadas por el profesorado de EF; (2) las variables que han influido en su mayor o menor uso; y (3) el número de estud…
Academic Performance and Competence Perception in Physical Education Final Year Projects
The present study aims to examine to what extent the global academic performance achieved in the Degree/ Master’s Degree determines the level of competencies acquired through the final year project (TFG for Degrees and TFM for Master’s Degrees) in Physical Education preservice teacher education (PSTE-PE). The study was conducted based on the replies to a questionnaire that was built ad-hoc on the basis of studies regarding competency perception s…
Longitudinal Study on the Effects of Formative and Shared Assessment on Pre-Service Teacher Education
This study presents the research outcomes of a Formative and Shared Assessment experience in future Early Childhood Education teachers over two consecutive academic years, paying special attention to the assessment system’s advantages and disadvantages, student’s academic performance and teacher and student workload. It was a developmental longitudinal ex-post-facto study conducted in one cohort of pre-service teacher education (PSTE), applied to…
Formative assessment and pre-service teacher education
This study further explores the analyses of Physical Education Teacher Education students’ experiences about Formative and Shared Assessment (F&SA) in Physical Education (PE) during their primary and secondary education, in their perception about F&SA experienced in the subject of ‘Didactics of PE in Primary Education’; and in their expectations about its application in their future teaching practice. To this end, 42 reflection diaries were colle…
Formative and Shared Assessment and Feedback
Producción Científica
Formative and Shared Assessment and Final Degree Projects in Physical Education Pre-service Teacher Education
Producción Científica
Formative and shared assessment
Assessment is a key element in the teaching–learning process in physical education (PE). In 2020, the Association Internationale des Écoles Supérieures d’Éducation Physique (AIESEP) published a position statement on PE assessment, in which it reviews the current state of the field and establishes the current yet forward-looking main lines of research on this topic. The most widely used approach, which this article reviews in depth, is assessment …
Psychology (22 works) · Pedagogy (17 works) · Medicine (16 works) · Mathematics education (13 works) · Physical Education and Pedagogy (13 works) · Formative assessment (12 works) · Medical education (12 works) · Humanities (11 works) · Political science (11 works) · Student Assessment and Feedback (11 works)