ABSTRACT
This case study has three aspects: (1) students’ self-perception of competencies in pre-service teacher education after having experienced formative and shared assessment systems and constant feedback; (2) how these systems, together with the feedback, influence academic performance; and (3) how satisfied students and teachers are with this type of assessment. For this purpose, a sample of 139 pre-service teachers and the same subject, in a Spanish public university, were used. A longitudinal study was carried out over four academic years, in which the same formative and shared assessment system was implemented in the same subject. The data collection instruments were (1) three self-perception scales of competencies; (2) an anonymous questionnaire on the evaluation of good practice; and (3) the official subject report cards of the university. The results show significant differences in the self-perception of competencies, especially in those specific to physical education. The satisfaction of students and teaching staff with the feedback and the formative and shared assessment system used was quite high. Moreover, academic performance was high in students who had chosen to follow the formative and shared assessment system, with constant and quality feedback. This system may be of interest to faculties in charge of pre-service teacher education.
