María Luisa Santos Pastor

Students' Self-Grading, Professor's Grading and Negotiated Final Grading at Three University Programmes: Analysis of Reliability and Grade Difference Ranges and Tendencies.

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), when SSG was not equal to PG. The samples were made up of three professors and their corresponding student groups (students, n = 100, 34 and 53, respectively), each in a different teacher education programme. The results show that there was a high reliability correlation among SSG, PG and NFG in all three programmes. Furthermore, in these programmes, the grade differences were never higher than 1.5 on a scale of 0 to 10 points; in fact, agreement between DDG and PG was reached 96%, 35.29% and 43.39% of the time), and, when disagreement emerged, it was mainly within a minimum range of 0.1 to 0.5 points. As for the tendency of NFG versus SSG in each programme, slightly higher percentages were obtained for NFG > SSG in Programmes B and C, whereas the opposite (NFG < SSG) was true in Programme A; overall, however, it could be said that both tendencies balanced each other out, being the total percentages in each programme 0%, 41% and 30% for NFG > SSG; and 4%, 23% and 26%, for NFG < SSG, respectively.

Actividades Físicas en el Medio Natural, Aprendizaje-Servicio y discapacidad intelectual

espanolEste articulo presenta el desarrollo de un proyecto basado en la metodologia del Aprendizaje- Servicio. Se aplico en la asignatura Actividades Fisico-Deportivas en el Medio Natural del Grado de Ciencias de la Actividad Fisica y el Deporte de la Universidad Autonoma de Madrid. El objetivo es mostrar las posibilidades formativas de esta metodologia, donde la naturaleza y la practica de actividad fisica son ejes vertebradores de la propuesta, ademas de generar un entorno inclusivo basado en el aprendizaje mutuo y reciproco entre estudiantes de la Universidad. El alumnado se forma en un contexto real, aprendiendo a plantear buenas practicas en la naturaleza dentro de un programa compartido con jovenes con discapacidad intelectual. Los resultados muestran los beneficios del uso de esta metodologia, donde se aprenden los contenidos propios de las actividades fisicas en el medio natural, fomentando un ocio activo-inclusivo en la naturaleza, ademas de generar un compromiso y una responsabilidad social. EnglishThis research introduces the development of a project based on a Service-Learning methodology. It was applied to the course “Physical Activities in the Natural Environment” from the Physical Activity and Sport Sciences Degree at Autonomous University of Madrid. The aim of this research is to show the formative possibilities of this methodology where nature and physical activity are the main axes, in addition to generating an inclusive environment based on mutual and reciprocal learning among University undergraduates. The students are formed in a real context, learning to propose good practices in nature within a program shared with intellectually disabled young people. The results show the benefits of this methodology where students learn the contents of physical activities in the natural environment, promoting an active-inclusive leisure in nature while generating a commitment and a social responsibility.