Flipped learning and formative evaluation in higher education

Abstract

Purpose

The purpose of this paper is to design and validate a continuous self-assessment tool that involves university students in reflection processes on their Flipped Learning model learning.

Design/methodology/approach

For this, 66 students (18.77±1.36) of the first year of the Degree in Physical Activity and Sports Sciences participated for nine weeks in the weekly completion of a self-assessment tool. The questionnaire followed a content validation by a group of experts and, subsequently, reliability was found from the internal consistency perspective through Cronbach’s α.

Findings

The results obtained show a reliable tool that facilitates the work by competencies in university education under the Flipped Learning model.

Originality/value

This work is the first step that responds to the almost non-existent practices of democratic evaluation in Higher Education. The design and validation of questionnaires that consider the measures adopted by the European Higher Education Area and that takes into account European Credit Transfer and Accumulation System is scarce.

Citation

Otero-Saborido, F.M., Sánchez-Oliver, A.J., Grimaldi-Puyana, M. and Álvarez-García, J. (2018), "Flipped learning and formative evaluation in higher education", Education + Training, Vol. 60 No. 5, pp. 421-430. https://doi.org/10.1108/ET-12-2017-0208