Formative assessment in the learning-teaching process with sporting activity students at the university of costa rica

Abstract

Formative assessment promotes the learning process in the student and interaction between student and teacher. The main objective of this work was to employ formative assessment to determine the impact of learning for students participating in a sporting activity course. Eighty university students answered a self-reporting questionnaire designed for this purpose on a voluntary basis. A positive assessment of the socio-affective, physical-motor, and cognitive development of the students attending the course was noted. We conclude that the benefits perceived by students reflect the importance of such courses within the university curriculum. We recommend an increase of at least one additional school year of enrollment in sporting activity courses, as this may enhance the benefits noted.