Assessment in Physical Education: A Teacher's Guide to the - download pdf or read online
By Bob Carroll
Some time past, review used to be underplayed or ignored within the education of actual schooling academics. actual schooling lay, mostly, outdoor of school's formal constructions of evaluation, and books on review thoroughly neglected this sector of the college curriculum. With the creation of the GCSE, Routes of review (ROA) and the nationwide Curriculum, overview has turn into a big a part of the instructing of PE. This publication examines intimately the problems as they impact lecturers.
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Additional resources for Assessment in Physical Education: A Teacher's Guide to the Issues
As Broadfoot (1979) has shown assessment is a product of prevailing ideologies and conditions at the time. Therefore we must look at the nature of PE in the late 1960s and early 1970s, and also to educational ideologies of the time. It is a case of linking teachers’ perceptions and actions to more structural changes and the evidence and the argument is based on Carroll’s research (Schools Council, 1981; Carroll, 1982). The main thrust of the curriculum in the upper secondary school in the 1960/ 70s was recreational with the emphasis on games and education for leisure (see Kane, 1974).
Accountability in PE is on a wide front, and is a powerful motivational force for teachers. Certification The most public purpose of education is certification, and because of this it is usually seen to be the most important, GCSE (and before that the CSE and GCE ‘O’level) and ‘A’ levels are the most prominent. Their prominence and importance comes from the way they are used as selective mechanisms for employment and entry into higher education. In spite of the inadequacies of the assessment and the instruments (for example unseen examinations) and criteria for assessment (subject performance related, academic ability) in relation to the use and selection (for prediction of success in certain occupations), examinations and certification have persisted.
The difficulty of comparing activities. The difficulty of assessing all aspects of the programme. Differences in individual development (physique, temperament)—no common starting point. Difficulty of seeing the purpose or value, its own intrinsic motivation, doesn’t need the stimulus. In 1977 the Schools Council PE Committee repeated the full SSEC Statement and added a few of their own (Schools Council, 1977). Most of those arguments lacked substance and evidence, and in the light of CSE and GCSE can be seen to be invalid.
Assessment in Physical Education: A Teacher's Guide to the Issues by Bob Carroll