当前位置: X-MOL 学术Phys. Educ. Sport. Peda. › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Aligning the principles of assessment for learning to learning in physical education: A review of literature
Physical Education and Sport Pedagogy ( IF 4.638 ) Pub Date : 2020-10-19 , DOI: 10.1080/17408989.2020.1834528
André Moura 1 , Amândio Graça 1 , Ann MacPhail 2 , Paula Batista 1
Affiliation  

ABSTRACT

Background: A comprehensive international literature review on alternative assessment in physical education has been provided by López-Pastor et al. ([2013]. “Alternative Assessment in Physical Education: A Review of International Literature.” Sport, Education & Society 18 (1): 57–76). The authors remarked that while more authentic forms of assessment in physical education have been evidenced over the last three decades, the extent to which alternative assessment practices have become common practice in the teaching of physical education is yet to be established.

Purpose: This review provides an updated perspective on the prevalence of assessment for learning (AfL) principles in physical education discourse since the 2013 publication. The intent is to inform and consider future AfL practices in school physical education and physical education teacher education (PETE) programmes.

Methods: Eligibility criteria for the review required full-text articles written in English or Spanish; published (open access and/or in print) in peer-reviewed, academic and professional journals; and limited to the period 2013–2019. Inclusion criteria required articles to report assessment being used to promote learning in physical education, regardless of making reference to ‘assessment for learning’.

Findings: Fifty-two articles met the inclusion criteria. A thematic analysis of these articles resulted in four themes: i) traditional positioning of assessment in physical education; ii) AfL and physical education; iii) the constraints in enacting AfL in physical education; and iv) how to most effectively embed AfL in daily physical education practices.

Conclusions: The main conclusions of this review are that i) AfL is a learning-oriented assessment based on socio constructivist theories and integrated into the teaching-learning process, ii) physical education teachers continue to use assessment solely to grade students; iii) physical education teachers do not have the necessary skillset to use AfL in physical education successfully; iv) physical education teachers need to be supported to implement AfL; and v) it is necessary to consider how best PETE programmes can infuse AfL across the programme.



中文翻译:

将学习评估原则与体育学习中的学习相结合:文献综述

摘要

背景: López-Pastor 等人提供了关于体育教育替代评估的综合国际文献综述。([2013]。“体育教育的替代评估:国际文献综述。”体育、教育与社会18 (1): 57-76)。作者评论说,虽然在过去的三十年里已经证明了体育教育中更真实的评估形式,但替代评估实践在体育教学中成为普遍做法的程度还有待确定。

目的:本综述提供了自 2013 年出版以来体育课程中学习评估 (AfL) 原则流行的最新观点。目的是告知和考虑未来 AfL 在学校体育和体育教师教育 (PETE) 计划中的做法。

方法:评审资格标准为英文或西班牙文全文文章;在同行评审的学术和专业期刊上发表(开放获取和/或印刷);并仅限于 2013-2019 年期间。纳入标准要求文章报告用于促进体育学习的评估,无论是否提及“学习评估”。

结果: 52 篇文章符合纳入标准。对这些文章的专题分析产生了四个主题:i) 体育教育中评估的传统定位;ii) AfL 和体育教育;iii) 在体育教育中制定 AfL 的限制;iv) 如何最有效地将 AfL 嵌入日常体育实践中。

结论:本综述的主要结论是:i)AfL 是一种基于社会建构主义理论并融入教学过程的以学习为导向的评估,ii)体育教师继续仅使用评估来对学生进行评分;iii) 体育教师不具备在体育教学中成功使用 AfL 的必要技能;iv) 需要支持体育教师实施 AfL;v) 有必要考虑最好的 PETE 计划如何在整个计划中注入 AfL。

更新日期:2020-10-19
down
wechat
bug