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La evaluacion se constituye como un eje fundamental para lograr aprendizajes valiosos en la Educacion Superior. Las percepciones del profesorado universitario respecto al alumnado en cuanto a la posibilidad de aplicar la evaluacion formativa, no son coincidentes, lo que supone formas diferentes de proceder, y con ello, la dificultad de conseguir los resultados de aprendizaje previstos. El objetivo del estudio ha sido comprobar las diferentes percepciones sobre evaluacion que tienen profesorado y alumnado, que afectan desde el diseno del programa hasta la relacion entre la evaluacion y la calificacion. La poblacion del estudio ha estado formada por 1133 estudiantes del Grado Maestro itinerario de Educacion Fisica y del Grado de Ciencias de la Actividad Fisica y del Deporte, pertenecientes a 16 universidades espanolas y a 217 profesores (63.1% hombres y 36.9% mujeres) de las mismas universidades y titulaciones. A ambas poblaciones se les paso un cuestionario y posteriormente se hicieron dos grupos de discusion, uno de profesorado y otro de alumnado, de tres de las universidades del estudio. Las principales conclusiones muestran la poca coincidencia entre profesorado y estudiantes sobre la funcion, diseno y puesta en practica de la evaluacion. Esta circunstancia nos advierte sobre la necesidad de mejorar las practicas de evaluacion en la ensenanza universitaria, buscando una evaluacion formativa orientada al aprendizaje. Abstract : Assessment is widely regarded as one of the essential factors that contribute to achieving valuable learning in Higher Education. University professors’ perceptions of assessment do not always coincide with those of their students. Consequently, achieving the expected learning goals becomes more difficult. The aim of this study was to determine differences in the perception of assessment between teachers and students, from designing a program to the relation between evaluation and final grades. The population for this study comprised 1,133 students (68.4% men and 31.6% women) enrolled in Physical Education Teacher Education and in Physical Activity and Sports Science degrees of 16 Spanish universities, as well as 217 teachers (63.1% men and 36.9% women) teaching in the same degrees. Both students and teachers completed a questionnaire on their perceptions about assessment design. In addition, two discussion groups, for teachers and students from three of the institutions included respectively, were created. The main conclusions of the research highlight the lack of agreement between students and teachers on purpose, design and delivery of assessments. This suggests that there is a need to improve assessment practices in Higher Education, by implementing educational assessment focused on learning.

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Percepciones de alumnado y profesorado en Educación Superior sobre la evaluación en formación inicial en educación física (Perceptions of students and tutors in Higher Education about assessment in teaching training in physical education)