ASSIGNMENT TO THE STUDENTS OF RESPONSIBILITY ON EVALUATION: A TEACHING STRATEGY ADAPTED TO THE EUROPEAN HIGHER EDUCATION AREA

Abstract

In this study we undertake the prospective study of the impact of assignment of responsibility on evaluation to the students on their perception on its own autonomy, intrinsic motivation and their beliefs on the evaluation process. 98 undergraduate students at their fourth academic year of the Sports Sciences Degree participated in this study. Before and after a didactical intervention of 8 months of duration -in which responsibility on evaluation was partly assigned to the students-, participants responded a series of validated questionnaires on autonomy supportive coaching, autonomy self-perception, intrinsic motivation and on the role of students in the evaluation process, as well as several open questions on their beliefs on the participation of students in the evaluation process. Statistical differences were found between both time-points on the self perception of autonomy supportive coaching, intrinsic
motivation and the role that assignment of responsibility should have in higher education. Participants described the intervention as a good learning strategy, new and motivating. These results support the use of strategies of assignment of responsibility on evaluation at higher education degrees.