Flipped Learning: Project-Based Learning Proposal and Evaluation Through Rubrics in Physical Education

Abstract

The new trends or methodological strategies in Physical Education, as well as those known as active methodologies, have led to the application of models focused on the student body as the protagonist and oriented to the development of competences, this aims to promote a more active participation of students in the teaching-learning process. This work is an integrative proposal for project-based learning and rubric assessment (including co-assessment) in the application of the flipped learning model in Physical Education class. In turn, a rubric model is proposed that covers both didactic and motor aspects as well as curricular ones. Progress is being made towards a formative, summative, participatory, meaningful and continuous evaluation process. The objective of this work is to mark some general lines that allow to channel the elaboration of evaluation rubrics, which, starting from curricular aspects, allow their integration into the flipped learning pedagogical model, applying the methodology of project-based learning, proposing an example or proposal of intervention. This proposal exemplifies how different methodological strategies can be combined with the aim of increasing the active role of students in the teaching-learning process, provided that it is adapted to each educational context.