scholarly journals Avaliação da aprendizagem na educação física escolar: caminhos percorridos e desafios atuais

2019 ◽  
Vol 18 (1) ◽  
pp. 119-123
Author(s):  
Evandra Hein Mendes ◽  
Ieda Parra Barbosa-Rinaldi
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Pedagogical Practice ◽  
Normative Documents ◽  
Technical Performance ◽  
The Subject ◽  
Assessment Of Student Learning ◽  
Over Time

INTRODUÇÃO: Ao longo da trajetória histórica da educação física os professores seguiram por diferentes caminhos e enfrentaram inúmeros desafios para avaliar a aprendizagem dos estudantes. OBJETIVO: Nesse sentido, esse estudo buscou analisar os caminhos percorridos e os desafios que se aprensentam para a avaliação da aprendizagem dos estudantes ao longo do tempo na área da educação física escolar. MÉTODOS: Para tanto, foram consultadas obras científicas e analisados documentos oficiais normativos da educação brasileira, que permitiram elaborar conclusões acerca do tema de estudo. RESULTADOS: Inicialmente os professores caminharam pela via quantitativa para avaliar a aprendizagem, valorizando o desempenho físico, motor ou técnico. Contudo, ao longo do tempo a via qualitativa também foi incorporada pelos professores, que passaram a analisar a evolução e a participação dos alunos nas aulas. Com as mudanças paradigmáticas e conceituais relativas à avaliação, os professores sentiram a necessidade de modificar práticas avaliativas já estabelecidas e desafiados a reconhecer a avaliação como um dos elementos constituintes do processo de ensino, pois ele possibilita orientar e aprimorar a aprendizagem. Assim, as práticas seletivas ou classificatórias de avaliação foram repensadas e os professores desafiados a adotar uma perspectiva formativa de avaliação, sendo um elemento de reflexão sobre o processo de ensino e aprendizagem tanto para o professor quanto para o aluno. CONCLUSÃO: Os desafios, que se apresentaram no decorrer do tempo e ainda permanecem nos dias atuais para a avaliação dos estudantes, exige dos professores o reconhecimento da necessidade de discutir, refletir e diversificar as estratégias avaliativas. Para tanto, se torna necessário ampliar os espaços e momentos de reflexão ou trocas de experiência sobre o tema, tanto na formação inicial quanto na prática pedagógica, assim como aumentar a produção científica e de pesquisas sobre o tema, para fortalecer as discussões e fomentar mudanças nas práticas avaliativas da educação física escolar. ABSTRACT. Evaluation of learning in school physical education: current ways and current challenges. BACKGROUND: Throughout the historical trajectory of physical education teachers have followed different paths and faced numerous challenges to assess student learning. OBJECTIVE: In this sense, this study sought to analyze the paths taken and the challenges that arise for the assessment of student learning over time in the area of school physical education. METHODS: For this, scientific works were consulted and official normative documents of the Brazilian education were analyzed, which allowed to draw conclusions about the subject of study. RESULTS: Initially the teachers walked the quantitative way to evaluate learning, valuing the physical, motor or technical performance. However, over time the qualitative path was also incorporated by teachers, who began to analyze the evolution and participation of students in class. With the paradigmatic and conceptual changes related to assessment, teachers felt the need to modify assessment practices already established and challenged to recognize assessment as one of the constituent elements of the teaching process, as it enables to guide and improve learning. Thus, the selective or classificatory evaluation practices were rethought and the teachers challenged to adopt a formative perspective of evaluation, being an element of reflection on the teaching and learning process for both the teacher and the student. CONCLUSION: The challenges that have been presented over time and still remain today for student assessment require teachers to recognize the need to discuss, reflect and diversify assessment strategies. Therefore, it is necessary to expand the spaces and moments of reflection or exchange of experience on the subject, both in initial training and pedagogical practice, as well as increase scientific production and research on the subject, to strengthen discussions and foster change. evaluative practices of school physical education.

scholarly journals La influencia de los espacios para el desarrollo del proceso de enseñanza/aprendizaje en educación física: una perspectiva autoetnográfica (The influence of spaces for the development of the teaching/learning process in physical education: an autoethnogr

Retos ◽  
2018 ◽  
pp. 317-322
Author(s):  
Gustavo González-Calvo ◽  
Lucio Martínez-Álvarez ◽  
David Hortigüela-Alcalá
Keyword(s):  
Physical Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Pedagogical Practice ◽  
Learning Spaces ◽  
The Subject ◽  
The Creation ◽  
Teaching Learning

Uno de los elementos que más condicionan la práctica pedagógica, dentro de la Educación Física, tiene que ver con los espacios en que se desarrolla la tarea docente. En este artículo se expone el proceso reflexivo de un educador novel en el que se van revisando sus principios, propósitos y consecuencias de sus acciones en relación con la creación de espacios de enseñanza/aprendizaje seguros y educativos para todo el alumnado. El artículo adopta una metodología cualitativa, en forma de autoetnografía, para conocer la influencia que ejercen los espacios en los que se desarrolla la Educación Física en la concepción y afrontamiento de la materia. Los resultados reflejan cómo una de las mayores preocupaciones del docente tiene que ver con adaptar los espacios y los contextos en que se desarrollan las lecciones para reducir las contingenciasAbstract. One of the elements that most influence the pedagogical practice, within the Physical Education, has to do with the spaces in which the teaching task is developed. This article exposes the reflexive process of a novel educator in which he reviews his principles, purposes and consequences of their actions in relation to the creation of safe teaching and learning spaces for all students. The article adopts a qualitative methodology, in the form of autoethnography, to know the influence exerted by the spaces in which Physical Education develops in the conception and confrontation of the subject. The results reflect how one of the main concerns of the teacher has to do with adapting the spaces and contexts in which the lessons are developed to reduce contingencies.

Research-Inspired Teaching and Teaching-Inspired Research

2013 ◽  
pp. 131-145
Author(s):  
Gregor Campbell
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Approaches To Teaching ◽  
Web Based ◽  
Grant Program ◽  
Neuroscience Research ◽  
University College London ◽  
The Subject ◽  
Microscope Slides ◽  
Improve Student Learning

A shift from pure neuroscience research to research into innovative approaches to teaching and learning has afforded an opportunity to consider ways to develop and integrate technology to improve student learning. Using the authors’ teaching of histology at University College London (UCL), they describe how student learning and engagement in the subject has been advanced through the integration of a Web-based platform for students to view microscope slides. The opportunity to explore these innovations has been facilitated by a recent increase in recognition of teaching at UCL and the consequent expansion of the teaching grant program to explore new technological solutions for learning. In addition, there is now increased incentive to consider new approaches to teaching as a provision has been made for staff promotions to be given primarily on teaching prowess, as opposed to the historical research focus only.

Harnessing Mobile Technology for Student Assessment

2015 ◽  
pp. 479-489 ◽  
Author(s):  
Jeffrey R. Stowell ◽  
Jordan Tanner ◽  
Erin Tomasino
Keyword(s):  
Student Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Focal Point ◽  
Student Assessment ◽  
Embryonic Stage ◽  
Future Research ◽  
Technology In The Classroom ◽  
Privacy Concerns ◽  
Assessment Of Student Learning

This article provides an overview of using mobile technology in the classroom to enhance assessment of student learning. Although research on mobile devices in education is still in the embryonic stage, students generally have positive views about using their mobile devices for classroom polling and backchannel communication. However, there are also several challenges including the increased opportunity to be distracted when using mobile devices for other purposes, cost of the technology, and privacy concerns. The information presented will serve as a focal point for future research regarding the use of mobile technology in the classroom, and may help teachers to find new ways to reach their students.

scholarly journals The relationships setting between evaluation actions the and styles of didactic transport at teachers of physical education

2018 ◽  
Author(s):  
Radosław Muszkieta ◽  
Marek Napierała ◽  
Walery Zukow ◽  
Mirosława Cieślicka ◽  
Sergii Iermakov ◽  
...  
Keyword(s):  
Elementary Schools ◽  
Physical Education ◽  
Secondary School ◽  
Teaching And Learning ◽  
Physical Education Teachers ◽  
Analysis Of Results ◽  
The Subject

Introduction. Question of estimating the pupils' achievements was one should to the hottest discussed in present didactics. Is the control and estimating the pupil it once of the teacher's the most difficult actions in process of teaching and learning, in this also with physical education. The superior task resting on teacher this qualification of aims of control and opinion as well as reliable and unambiguous criterions. In paper is presented styles it is possible communicating to accept that the most desirable and positive instrumental style is on the job teacher's professional, in this the teacher of physical education also.Aim. It was the aim of work the qualification of relationships setting between chosen components estimating the pupils' achievements and the represented by studied teachers of physical education styles of didactic transport.Material and method. It investigations were subjected was the teachers of physical education (woman – N = 282; men – N = 298) with professional full qualifications working at elementary schools, secondary-school and secondary in Poznań (N = 204), Wrocław (N = 171) and Łódź (N = 205). It totality was has given an examination was 580 teachers.Results. It the conducted analysis of results of investigations on the ground was affirmed was that the of didactic transport represented by teachers of physical education style has on chosen components of action multiple influence control - estimating.Conclusions. Teachers, regardless of the subject represented and the style of communication, should take into account emotional, intellectual and physical predispositions in assessing students' achievements. The surveyed physical education teachers mainly take into account physical predispositions, unfortunately they are much less likely to take into account in assessing the emotional and intellectual state of pupils.

scholarly journals General Education: Learning from the Past, Preparing for the Future

2012 ◽  
Vol 2 (2) ◽  
pp. 8 ◽  
Author(s):  
Karen Gersten
Keyword(s):  
General Education ◽  
Student Learning ◽  
Postsecondary Education ◽  
Liberal Education ◽  
Teaching And Learning ◽  
Authentic Assessment ◽  
The Past ◽  
Societal Needs ◽  
Assessment Of Student Learning ◽  
Teaching Learning

This article explores the widening gap between business and societal needs and current general education curricula. Research is presented that documents gaps between projected needs of industry and current practices in postsecondary education especially in the general education areas. Positive efforts to close the gap are highlighted. Also highlighted are changing regulatory environments, some that support forward-thinking approaches to liberal education and others that revert to traditional educational practices. With a focus on adaptability and intentional teaching and learning, recommendations are presented for flexible curriculum, intentional pedagogy, and a backwards approach to the teaching-learning enterprise that begins with authentic assessment of student learning.

scholarly journals Teaching ‘health’ in physical education in a ‘healthy’ way (Abordar la «salud» en la Educación física de forma «saludable»)

Retos ◽  
2015 ◽  
pp. 165-172 ◽  
Author(s):  
Shirley Gray ◽  
Sarah MacIsaac ◽  
Mike Jess
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Self Determination Theory ◽  
Social Emotional ◽  
Holistic View ◽  
Children And Young People ◽  
Official Policy ◽  
Physical Wellbeing ◽  
The Subject ◽  
Teaching Learning

Abstract. In many countries around the world, the subject of physical education (PE) is explicitly and directly responsible for the health education of children and young people. However, although the official policy texts for each curriculum describe health in a holistic way, referring to the development of mental, social, emotional as well as physical wellbeing, we highlight concerns that a more prevailing ‘healthism’ discourse relating primarily to fitness and physical wellbeing is influencing the way the PE curriculum is both interpreted and delivered. Consequently, this paper begins by offering a Foucaultian analysis of the healthism discourse that exists within the context of PE in order to provide a more in-depth understanding of the ways in which it is formed, reinforced and how manifests itself in the day to day practices of teachers and the experiences of the learner. From this, we explore the ways in which a broader form of PE might be delivered, a form that places the learner, and the needs of the learner, firmly at the heart of the teaching and learning process. Self-Determination Theory is presented as a useful framework to understand how this might be achieved. The paper concludes by suggesting that there is a need for researchers to work collaboratively with teachers in order to understand their practice and how this impacts on student experience. Such research is important if schools and PE teachers are to construct a more holistic view of health and ultimately enhance their teaching, learning and student health and wellbeing.Resumen. En muchos países de todo el mundo, la asignatura de la educación física (EF) es explícita y directamente responsable de la educación para la salud de los niños y los jóvenes. Sin embargo, aunque el texto oficial ministerial para cada plan de estudios describe la salud de una manera holística, en referencia al desarrollo del bienestar mental, social emocional, así como, físico, resaltamos la preocupación de que un discurso de salud más generalizado relacionado principalmente con la condición física y el bienestar físico está influyendo en la forma en que el plan de estudios de EF es a la vez interpretado y enseñado. En consecuencia, este documento comienza ofreciendo un análisis foucauldiano del discurso sobre la salud que existe dentro del contexto de la EF con el fin de proporcionar una comprensión más profunda de las formas en las que se forma, refuerza y   cómo se manifiesta en el día a día en las prácticas de los docentes y las experiencias de los alumnos. A partir de esto, se exploran las vías en que una visión más amplia de la EF podría ser propuesta, una visión que sitúa al alumno y sus necesidades firmemente en el centro del proceso de enseñanza y aprendizaje. La Teoría de la Autodeterminación se presenta como un marco útil para entender cómo esto puede lograrse. El artículo para concluir sugiere que hay una necesidad de que los investigadores trabajen en colaboración con los profesores, a fin de comprender su práctica y cómo esta repercute en la experiencia de los estudiantes. Este tipo de investigación es importante para que las escuelas y los profesores de EF sean capaces de construir una visión más holística de la salud y en última instancia, mejorar su enseñanza, el aprendizaje, y la salud y bienestar de los alumnos.

scholarly journals PENERAPAN PEMBELAJARAN MODELLEARNING CYCLE DALAM MENINGKATKAN MINAT DAN HASIL BELAJAR AKUNTANSI POKOK BAHASAN JURNAL PENYESUAIAN PADA KELAS XI IPS 3 DI SMAN 4 BARABAI

Jurnal Socius ◽  
2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Ita Sari
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Student Response ◽  
Learning Cycle ◽  
Main Topic ◽  
Learning Activity ◽  
Cycle Model ◽  
Important Lesson ◽  
Model Learning ◽  
The Subject

The subject of Economy, specially Accountancy major was the most important lesson in life and for the students it can raise curiosity, fairness, hard work, dicipline and creative and innovative interpreneurship. The problem which is faced nowadays is that economy/accountancy with the main topic Journal of Adaptation is percepived as the difficult lesson for some students. In addition, the teachers do not implement learning model maximally, as the consequence of this condition causes students have less interest in studying it and the result of studying is low. In this research the aspects studied were student learning activity, student’s interest, studying result and student response by using Learning Cycle Model in Accountancy lesson with main topic Journal of Adaptation. This research is a classroom action research with quatitaive approach. The result of this reseach shows that student learning activity increased; in cycle I was 3,20 (not good ) and in cycle II became 4 (good );  students’ interest  in learning at cycle II was 49,74 % (enough)  in second II became 98,05 (very good). The result of studying in cycle II was 78,96 and in cycle II increased became 85,45. The completeness in cycle I was 21 % and in cycle II was 100%. From response using questionnaire it is stated 75,8% of students agreed and liked Learning Cycle Model for accountancy with main topic Journal of Adaptation. In the teaching and learning accountancy the teachers are expected to be able to use various models in learning process in order that it can raise the interest of studying and the result of studying becomes higher.Key Word: Studying of Learning Cycle Model, interest, the result of studying, accountancy Mata pelajaran Ekonomi/Akuntansi adalah mata pelajaran yang sangat penting dalam kehidupan dan bagi siswa dapat menunbuhkan rasa ingin tahu, jujur, kerja keras,disiplin dan dapat menumbuhkan rasa kewirausahaan yaitu kreatif dan inovatif. Masalah yang dihadapi sekarang ini mata pelajaran Ekonomi/Akuntansi pokok bahasan Jurnal penyesuaian dipersepsikan sebagai pelajaran yang sulit bagi sebagian anak, disamping itu guru kurang maksimal dalam menerapkan model pembelajaran, sehingga kondisi ini menyebabkan siswa kurang berminat dalam belajar dan memiliki hasil belajar rendah. Penelitian ini aspek yang diteliti adalah Aktivitas Belajar siswa, minat belajar siswa, hasil belajar siswa dan respon siswa dengan penggunaan model pembelajaran Learning cycle pada pelajaran Akuntansi pokok bahasan jurnal penyesuaian. Penelitian ini merupakan penelitian tindakan kelas dengan pendekatan kualitatif. Hasil penelitian menunjukkan Aktivitas belajar siswa meningkat pada siklus I sebesar 3,20 ( kurang baik) dan pada siklus II menjadi 4( baik), minat belajar siswa pada  siklus I sebesar 49,74% (cukup) pada  siklus  II meningkat menjadi 98,05 (sangat baik). Hasil belajar siklus I sebesar 78,96 dan  siklus II meningkat menjadi 85,45, Ketuntasan saat siklus I sebesar  21% dan siklus II ketuntasan 100%. Dari hasil respon melalui angket dinyatakan 75,8% siswa setuju dan senang dengan model Learning cycle (siklus belajar) pada mata pelajaran akuntansi pokok bahasan jurnal penyesuaian. Guru diharapkan dalam pembelajaran Akuntansi dapat menggunakan variasi model-model yang lebih bervariasi sehingga menimbulkan minat belajar dan hasil belajar yang tinggi.Kata kunci: Pembelajaran model Learning cycle, Minat, Hasil Belajar, Akuntansi

Measuring longitudinal student performance on student learning outcomes in sustainability education

2018 ◽  
Vol 19 (3) ◽  
pp. 547-565 ◽  
Author(s):  
Meghann E. Jarchow ◽  
Paul Formisano ◽  
Shane Nordyke ◽  
Matthew Sayre
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Curriculum Design ◽  
Student Assessment ◽  
Student Learning Outcomes ◽  
Longitudinal Assessment ◽  
Content Type ◽  
Capstone Course ◽  
Assessment Of Student Learning

Purpose The purpose of this paper is to describe the student learning outcomes (SLOs) for a sustainability major, evaluate faculty incorporation of the SLOs into the courses in the sustainability major curriculum and measure student performance on the SLOs from entry into the major to the senior capstone course. Design/methodology/approach Through an iterative approach with a faculty advisory committee, SLOs were developed for the sustainability major. Curriculum mapping followed by evaluation of course syllabi were used to determine the extent to which each course addressed the SLOs. Student performance on most SLOs was measured through student assessment in an introductory and capstone course to evaluate the change in performance over time. Findings The core courses of the sustainability major were more likely to address the SLOs of the major than that of the elective courses. Where measured, student performance on the SLOs increased from the introductory course to the capstone course. Sustainability majors participated in an average of almost ten experiential learning opportunities focused on sustainability. Originality/value This research provides a longitudinal assessment of student learning in an undergraduate sustainability major. Because undergraduate sustainability degrees are generally new, this research can serve as a base upon which to continue to improve sustainability curriculum design.

Using ePortfolios to Integrate and Assess Learning across the Curriculum

2020 ◽  
pp. 726-744
Author(s):  
Catherine M. Wehlburg
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Faculty Mentoring ◽  
Reflection Process ◽  
Academic Courses ◽  
The Creation ◽  
Assessment Of Student Learning ◽  
Over Time

Students who are able to make connections across academic courses and co-curricular activities are often excellent students. They use skills to transfer knowledge from one context to another and benefit from this integration. Not all students do this without being taught. Using ePortfolios allows for learning to become visible across time and learning situations. This benefits students by allowing them to see and reflect on learning over time. And, because student learning and the resulting reflections are documented, others can see the student learning as well. Faculty mentoring can influence this process, guiding students through the reflection process and the creation of a learning ePortfolio that is a richer and more meaningful reflection of all that occurs during a student's time in higher education. In addition to the benefit to increase student learning, the technology used in ePortfolios can provide for a better assessment of student learning across an institution.

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