Download e-book for iPad: Assessment in Physical Education: A Teacher's Guide to the by Bob Carroll

By Bob Carroll

Long ago, review was once underplayed or ignored within the education of actual schooling academics. actual schooling lay, mostly, open air of school's formal buildings of overview, and books on evaluate thoroughly neglected this quarter of the college curriculum. With the creation of the GCSE, Routes of evaluate (ROA) and the nationwide Curriculum, review has develop into an enormous a part of the instructing of PE. This ebook examines intimately the problems as they have an effect on lecturers.

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Extra resources for Assessment in Physical Education: A Teacher's Guide to the Issues

Sample text

Carroll (1976a) points out the importance of pupils’ effort in the teachers’ scheme of teaching, assessment and evaluation. In the era of examinations, ROA and the National Curriculum the approaches of teach first then decide what to assess, of norm referencing and the dominance of effort are inadequate. For the new developments the teaching-assessment model demands an objectives type, criterion-reference model. Here the objectives and the criteria for assessment must be precise and clearly identified, and related to each other.

Many PE teachers saw this as an opportunity to record pupils’ achievements which had been neglected on the former school report and were valued by many pupils, parents and employers. Some PE teachers took a central role in the development of PE ROA and in the school, for example, Skinsley (1986), and Hatfield and Phillips (1989). In spite of the difficulties for PE teachers, particularly related to time and organization, the value of ROA as a motivational force and as a measure of accountability was noted and teachers were keen to spread their ideas (see Bulletin of PE, 1986; BJPE, 1989; and chapter 7).

However these performances also included effort, attitude and personal characteristics as an integral part of the performance. These could be assessed generally for school team selection or reports and used or ignored as the teacher thought fit. Reports usually required an overall grade for attainment and another for effort and these were normally on a five-point norm reference system (Carroll, 1976b and 1980). Carroll (1976a) points out the importance of pupils’ effort in the teachers’ scheme of teaching, assessment and evaluation.

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