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dc.contributor.authorBarrientos Hernán, Emilio J.
dc.contributor.authorLópez-Pastor, Víctor M.
dc.contributor.authorLorente-Catalán, Eloísa
dc.contributor.authorKirk, David
dc.date.accessioned2024-12-23T16:56:34Z
dc.date.available2024-12-23T16:56:34Z
dc.date.issued2022
dc.identifier.citationBarrientos, E.; López-Pastor, V. M.; Lorente-Catalán, E.; Kirk, D. (2022). Challenges with using formative and authentic assessment in physical Education teaching from experienced teachers’ perspectives. Curriculum Studies in Health and Physical Education,14:2, 109-126.es
dc.identifier.issn2574-2981es
dc.identifier.urihttps://uvadoc.uva.es/handle/10324/72990
dc.descriptionProducción Científicaes
dc.description.abstractThe main purpose of this study was to identify the challenges of using formative assessment (FA) and authentic assessment (AA) in physical education (PE) teaching, based on some experienced teachers’ perspectives. Semi-structured interviews of four teachers were conducted and analysed. The results show how the teachers operationalised the FA and AA to support student learning. They emphasised that to obtain positive results for teachers and pupils, it is key that the teaching is organised with assessment in mind, and that the assessment is structured. The study concludes that with pedagogic knowledge and a positive attitude to use the FA and AA, it is possible to overcome the drawbacks revealed in the PE assessment literature. Nevertheless, these teachers belonged to communities of practice linked to the FA and AA in PE, which seems to be a key factor to achieve the desired ‘assessment literacy’ needed to initiate those changes in PE.es
dc.format.mimetypeapplication/pdfes
dc.language.isospaes
dc.publisherAustralian Council for Health, Physical Education and Recreation Inc. (ACHPER)es
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.subject.classificationSelf-assessment, Teacher Education, Peer-assessment, Assessment for Learninges
dc.titleChallenges with using formative and authentic assessment in physical education teaching from experienced teachers’ perspectiveses
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.holdereditorial “Taylor & Francises
dc.identifier.doi10.1080/25742981.2022.2060118es
dc.relation.publisherversionhttps://www.tandfonline.com/doi/abs/10.1080/25742981.2022.2060118es
dc.identifier.publicationfirstpage109es
dc.identifier.publicationissue2es
dc.identifier.publicationlastpage126es
dc.identifier.publicationtitleCurriculum Studies in Health and Physical Educationes
dc.identifier.publicationvolume14es
dc.peerreviewedSIes
dc.description.projectnoes
dc.identifier.essn2574-299Xes
dc.type.hasVersioninfo:eu-repo/semantics/draftes


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