scholarly journals ¿Por qué hago evaluación formativa y compartida y/o evaluación para el aprendizaje en EF? La influencia de la formación inicial y permanente del profesorado (Why do I do Formative and Share Assessment and/or Assessment For Learning in Physical Education?)

Retos ◽  
2018 ◽  
pp. 37-43
Author(s):  
Emilio Barrientos Hernán ◽  
Víctor Manuel López Pastor ◽  
Dario Pérez-Brunicardi
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Assessment For Learning ◽  
Assessment System ◽  
Assessment Practices ◽  
Educational Beliefs ◽  
Assessment Systems ◽  
El Sistema ◽  
Current Assessment ◽  
Depth Interviews

La finalidad de este artículo es analizar si una muestra intencionada de profesores y maestros de educación física (EF) utilizan sistemas de evaluación formativa y compartida (EFyC) y/o de evaluación para el aprendizaje (EPA) en sus clases y la influencia que ha podido tener su formación inicial y permanente (FIP y FPP) en el sistema de evaluación que realizan actualmente. Se llevan a cabo entrevistas en profundidad a una muestra de 3 maestros de Primaria y 1 profesor de Secundaria, seleccionados en base a tres criterios. Los resultados señalan que la aplicación de sistemas de EFyC y/o EPA mejora la implicación y participación del alumnado en su propio aprendizaje y favorecen la regulación del proceso de enseñanza y aprendizaje; los alumnos se toman más en serio el área de EF y los maestros organizan mejor el proceso de enseñanza. Por otro lado, la FIP y FPP parecen ayudar a ir modificando las prácticas evaluativas del profesorado que busca un sistema de evaluación más coherente con sus creencias educativas, valorando especialmente la participación en actividades de FPP que les aporten experiencias útiles y aplicables en su práctica. Abstract. The study main goal is to analyze if an intentional sample of Physical Education (PE) teachers use Formative and Share Assessment (F&SA) and/or Assessment For Learning (AFL) in their lessons and, and if they have been influenced by their Teacher Education (TE) to carry out their current assessment systems. In-depth interviews were conducted with four PE teachers: three from Primary Education and one from Secondary Education, the four having been selected through three criteria. On one hand, the application of F&SA and/or AFL improves students’ involvement and participation in their own learning and regulate the teaching and learning processes; students give PE subject more importance and teachers organize the teaching process better. On the other hand, the TE seems to modify the assessment practices of the teachers. They look for an assessment system more coherent with their educational beliefs, assessing in a very positive way, the participation in in-service TE that provides them with useful and applicable experiences to their practice.

scholarly journals Principals’ views on the implementation of grade-free middle schools in Norway: justifications, challenges and opportunities

2019 ◽  
Vol 13 (2) ◽  
pp. 21-38
Author(s):  
Astrid Gillespie ◽  
Tony Burner
Keyword(s):  
Middle Schools ◽  
Student Involvement ◽  
Assessment For Learning ◽  
Assessment System ◽  
Assessment Practices ◽  
National Assessment ◽  
Challenges And Opportunities ◽  
Current Assessment ◽  
Depth Interviews

This article reports on four principals’ views on the implementation of so-called grade-free middle schools, i.e. schools that drop all grades on students’ performances except the two required by the national assessment regulation, as part of their work with Assessment for Learning (AfL). More specifically, we were interested in the under-researched area of how principals justify introducing and implementing grade-free schools, and what their experiences are regarding challenges and opportunities that have arisen during and as a result of the implementation. Semi-structured in-depth interviews were used to collect data. Findings suggest that principals rely on research and unsatisfying assessment practices when justifying a change to grade-free schools. However, they do not find the involvement of students, nor the information directed at parents about the implementation, to be sufficient. They also mention challenges related to the current assessment system, which they believe underpin a behavioristic understanding of learning. The article calls for more research on trust among various stakeholders and student involvement when implementing grade-free schools.

Primary Exploration of the New Assessment Method on Green Building Which Based on the Environment Disturbance and Ecological Compensation

2011 ◽  
Vol 347-353 ◽  
pp. 4097-4103
Author(s):  
You Yin Jing ◽  
Jian Liang Zhang ◽  
He Bai
Keyword(s):  
Green Building ◽  
Assessment Method ◽  
Assessment System ◽  
Ecological Compensation ◽  
Green Architecture ◽  
System A ◽  
Building Assessment ◽  
Assessment Systems ◽  
Current Assessment ◽  
Ecological Building

This paper proposes some suggestions to perfect our current green building assessment system. Green building and ecological building is undoubtedly the trend of construction industry. Green building assessment systems play a directional function for the design, the construction and the use of green architecture. This paper introduces the development of green building assessment system at China and other country firstly. Through the comparison and analysis for some kinds of green building assessment systems, found that that the applicability for buildings and areas and the fairness for ecological environment and surrounding people of current assessment system should be optimized. Finally，proposed that several aspects must be considered, and thus establish the new system-A Green Building Assessment Method Which Based on the Environmental Disturbance and Ecological Compensation.

Curriculum Development in Technology-Enhanced Environments

2011 ◽  
pp. 492-504
Author(s):  
Mike Keppell ◽  
Eliza Au ◽  
Ada Ma ◽  
Christine Chan
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Implicit Theories ◽  
Assessment Practices ◽  
Educational Beliefs ◽  
Attitudes And Beliefs ◽  
Action Research Project ◽  
Teaching Learning ◽  
Insight Into

As teacher-educators, we are acutely aware of our responsibilities in nurturing the knowledge, attitudes, and beliefs of pre-service teachers. As part of our interest in improving our teaching, learning, and assessment practices, we have been participating in an action-research project on technology-enhanced assessment over the last 12 months. Throughout this collaboration, we have become aware of our assessment practices and have been delighted that this has also resulted in a questioning of our current learning design for our modules and further clarity in our own thinking about why we teach the way that we do. The process of action-research has forced us to examine our educational beliefs and how these motivate our teaching and learning. This article focuses on why as teacher-educators it is our obligation to articulate our theories of teaching and learning. It is essential that we articulate these often-implicit theories not only as a means of engaging in dialogue with other teacher-educators, but also as a means of engaging in dialogue with our own students who are pre-service teachers. This cascading waterfall of dialogue and explicitness may allow pre-service teachers to gain insight into the decisions we make as teacher-educators and the rationale we use in our teaching. This obligation has important ramifications for the education of children in the Hong Kong setting, as pre-service teachers may see these explicit rationales as a guide to their own teaching within the early childhood, primary, and secondary settings.

scholarly journals Sistemas de evaluación en la formación del profesorado de Educación Física: un estudio de casos en contexto chileno (Assessment systems in Physical Education teacher training: a case study in Chilean context)

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 117-126
Author(s):  
Francisco Gallardo Fuentes ◽  
Bastian Ignacio Carter-Thuillier ◽  
Víctor Manuel López-Pastor ◽  
Rodrigo Ojeda-Nahuelcura ◽  
Teresa Fuentes-Nieto
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Cognitive Skills ◽  
Assessment System ◽  
Physical Education Teacher ◽  
Cross Sectional ◽  
University Professors ◽  
Education Teacher ◽  
Assessment Systems

  La evaluación ha dejado de ser una instancia que solo certifica el logro alcanzado a través de una calificación, sino que actualmente se entiende como un elemento fundamental para favorecer los procesos de enseñanza-aprendizaje. El objetivo del presente estudio es: Identificar las capacidades cognitivas, los elementos del programa de asignatura y los procedimientos e instrumentos de evaluación empleados durante la Formación Inicial de profesores de Educación Física (FIPEF) en tres campus universitarios del sur de Chile a partir de la percepción de los estudiantes y académicos. Bajo un enfoque cuantitativo y un diseño de estudio de casos de tipo descriptivo y comparativo de corte transversal, se aplica el “Cuestionario para el estudio del sistema de evaluación en la formación inicial del profesorado de educación física”. La muestra la conforman 162 estudiantes que cursan FIPEF y 44 profesores. Los principales resultados dejan ver una marcada presencia de metodologías e instrumentos tradicionales de evaluación, así como, una apreciación diferenciada entre alumnado vs. profesorado; por ejemplo, cuando el profesorado indica enfocar sus metodologías evaluativas a capacidades cognitivas como la “aplicación y comprensión”, el alumnado tiene una apreciación significativamente diferente. A modo de conclusión, se advierte la presencia de intencionalidad formativa en la entrega de información sobre los aprendizajes a través de los sistemas de evaluación, con la tarea de avanzar a una planificación didáctica, donde la evaluación sea coherente con las metodologías que se despliegan en el aula.  Abstract. Assessment has ceased to be an instance that only certifies the achievement reached through a qualification, but is currently understood as a fundamental element to favour the teaching-learning processes. The aim of this study is: To identify the cognitive abilities, the elements of the subject syllabus and the assessment procedures and instruments used during the Initial Physical Education Teacher Training at three university campuses in the south of Chile, based on the perception of students and university professors. Under a quantitative approach and a descriptive and comparative cross-sectional case study design, the "Questionnaire for the study the assessment system in training of pre-service physical education teachers" was applied. The sample consisted of 162 pre-service teachers and 44 university professors. The main results show a marked presence of traditional assessment methodologies and instruments, as well as a differentiated appreciation between pre-services teachers vs. university professors; for example, when professors indicate that they focus their assessment methodologies on cognitive skills such as "application and understanding", students have a significantly different appreciation. In conclusion, we note the presence of formative intentionality in the delivery of information on learning through assessment systems, with the task of moving towards didactic planning, where assessment is coherent with the methodologies that are deployed in the classroom.

scholarly journals REFORM IN ASSESSMENT: TEACHERS’ BELIEFS AND PRACTICES

2019 ◽  
pp. 501
Author(s):  
Juliana Othman
Keyword(s):  
Classroom Practice ◽  
Teaching And Learning ◽  
Pearson Correlation ◽  
Assessment System ◽  
Assessment Practices ◽  
Beliefs And Practices ◽  
School Based ◽  
Teachers Beliefs ◽  
Pearson Correlation Analysis ◽  
The Relationship

Research has demonstrated that teachers’ beliefs on teaching and learning plays a part on the way they teach and assess learning. A new assessment system for schools was implemented in 2011 to set the stage for change of the Malaysian education system from centralised examination to a combination of centralised examination and school-based assessment. There is a growing concern with implementation issues pertaining to how teachers will transform their assessment practices in their school contexts. Thus, this study sought to gain insights into teachers’ beliefs about school based assessment, and examine the relationship between their beliefs and classroom practice. A survey measuring teachers’ beliefs and practices of school based assessment was administered to 174 teachers who are currently educating in Malaysian government funded schools. Findings from this study demonstrated that teachers appear to have good knowledge of assessment principles about School Based Assessment (SBA). They conducted their assessment using appropriate procedures by considering the context of teaching and assessment in which they operate. The result of Pearson correlation analysis revealed a positive relationship between teachers’ beliefs about SBA and their classroom practices.

scholarly journals Validation of a Learning Outcome Survey (WOLOS) using the Rasch Model: An Implication on Washback Study

2021 ◽  
Vol 9 (2) ◽  
pp. 141-156
Author(s):  
Norhaslinda Hassan ◽  
Ainol Madziah Zubairi
Keyword(s):  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Measurement Model ◽  
Structured Interview ◽  
Learning Outcome ◽  
Assessment System ◽  
Assessment Practices ◽  
Item Fit ◽  
Outcome Based Education ◽  
The Rasch Model

The assessment reform which has enveloped every part of the world warrants an evaluation of teaching and learning practices through washback study. This is due to the fact that washback is the phenomenon of how testing influences the teaching and learning. Malaysia has adopted Outcome Based Education policy and therefore, the efficacy of its assessment system, Outcome Based Assessment, is deemed pivotal to be evaluated. Against this backdrop, the Washback on Learning Outcome Survey (WOLOS) was developed and validated by means of qualitative (semi-structured interview) and quantitative analysis (Item Objective Congruence) and Rasch Measurement Model). Responses to 150 items by 65 participants from one public university in Malaysia were subjected to the Rasch analysis to ascertain the psychometric properties of the WOLOS.  Five criteria within reliability (person and item reliability), validity (separation index, item polarity and item fit) and precision of measurement were evaluated to ensure the usefulness of measurement in WOLOS. Some items were deleted.  Subsequently, reanalysis of the criteria provided evidence that WOLOS can be considered a psychometrically reliable instrument for the evaluation of impact of assessment practices on student learning outcomes.

scholarly journals Análisis de propuestas de Educación Física en casa durante la suspensión de clases por la COVID-19 y orientaciones para su diseño en Educación Primaria (Analysis of Physical Education at home proposals during the suspension of face-to-face classes due to

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 872-881
Author(s):  
Iván López-Fernández ◽  
Rafael Burgueño ◽  
Rubén Espejo García ◽  
Francisco Javier Gil-Espinosa
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Design Quality ◽  
Face To Face ◽  
Movement Sequence ◽  
El Sistema ◽  
Educación Primaria ◽  
Substantial Effort ◽  
Individual Motor ◽  
At Home

  El sistema educativo está tratando de responder de manera eficaz a los retos y cambios en materia educativa provocados por la COVID-19. El proceso de transición de una enseñanza predominantemente presencial a una virtual ha supuesto un esfuerzo considerable para el profesorado de Educación Física (EF) con la finalidad de adaptar el proceso de enseñanza-aprendizaje. No hay evidencias de estudios que hayan analizado las iniciativas de EF en casa realizadas por los docentes. Esta investigación tiene como objetivo analizar, desde una perspectiva curricular, diferentes propuestas de EF en casa con la finalidad de conocer sus características, compartir ejemplos de buenas prácticas y ofrecer al profesorado orientaciones útiles que les ayuden a diseñar propuestas de calidad en el futuro. Los resultados evidenciaron que el perfil predominante de actividad fue un ejercicio individual de carácter motriz centrado en el desarrollo de la condición física y presentada como un reto, donde el alumnado repite una secuencia específica de movimientos con ayuda de internet. Abstract. The education system attempts to effectively respond to the instructional changes and challenges caused by COVID-19. The adaptation process of predominantly face-to-face teaching to virtual one has involved a substantial effort for Physical Education (PE) teachers with the aim of adapting the teaching and learning process. To the best of our knowledge, no studies have analyzed the different at-home PE units done by teachers. This research aimed at examining, from a curricular perspective, distinct at-home PE proposals in order to ascertain their characteristics, share instances of good teaching practices, and provide teachers with useful guidelines to help them design quality proposals in the future. The results evidenced that the predominant activity profile was an individual motor exercise focused on physical fitness and introduced as a challenge, in which students repeat a specific movement sequence with the aid of the internet.

scholarly journals Seeing yourself as others see you: developing personal attributes in the group rehearsal

2009 ◽  
Vol 26 (2) ◽  
pp. 117-135 ◽  
Author(s):  
Mark Pulman
Keyword(s):  
Popular Music ◽  
Peer Assessment ◽  
Assessment System ◽  
Personal Attributes ◽  
First Year ◽  
College And University ◽  
Music Making ◽  
Assessment Systems ◽  
Self Knowledge ◽  
Depth Interviews

An important part of the process that enables us to improve ourselves as musicians in group music making involves developing an awareness of our personal attributes as they are displayed in the rehearsal. In order to help students become more aware of themselves and of their band members’ personal attributes as they rehearse, a peer assessment system was established. The project was piloted and developed at Barnsley College and University of Huddersfield (Barnsley Campus) with first year undergraduates on the BA Popular Music course across 2000–2008. Individuals agreed to allow their bands to identify particular personal attributes for each member that, they felt, could be improved and used as peer assessment criteria. In-depth interviews were conducted with 16 students over a 4-year period and the following areas emerged as a focus of these: self-knowledge, feedback, confidence, honesty. The study has implications for devising peer assessment systems that are responsive to individual learners and their unique needs. It also suggests the desirability of providing peer assessment activities that might foster trust among participants and, if so, supports the provision of exceptional feedback. Now in its ninth year, this system has been refined into a model.

scholarly journals Juxtaposing the Primary School Assessment Concepts and Practices in Singapore and Malaysia

2018 ◽  
Vol 7 (3.21) ◽  
pp. 552
Author(s):  
Mazidah Mohamed ◽  
Mohd Sallehhudin Abd Aziz
Keyword(s):  
Formative Assessment ◽  
Classroom Assessment ◽  
Assessment For Learning ◽  
Assessment System ◽  
Educational Systems ◽  
Medium Of Instruction ◽  
Assessment Practices ◽  
School Based ◽  
History Of ◽  
Standardized Exams

The assessment practices in schools have moved from the traditional way of assessing students, which is too exam oriented and relies heavily on standardized exams, towards a more holistic assessment which involves the integration of Central Assessment and School-based Assessment. This paper aims to review the relevant studies on Central Assessment, School-Based Assessment, Formative Assessment (FA) and Assessment for Learning (AfL) in Singapore and Malaysia. It begins with a brief history of assessment in Malaysia and Singapore. Then, it critically reviews the concepts of Formative Assessment and Assessment for Learning as practiced in both countries. From the review, some differences and challenges between the two educational systems particularly with regard to the implementation of classroom assessment are identified. These differences include the medium of instruction, the assessment system and the average class size. Despite the challenges, School-based Assessment, Formative Assessment and Assessment for Learning should be duly implemented regardless of the increased workload and the level of the teachers’ skills in assessment. It is found that these factors do not adversely affect the practices of Formative Assessment and Assessment for Learning by the teachers.  

scholarly journals Assessment practices in undergraduate clinical medicine training: What do we do and how we can improve?

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Hanneke Brits ◽  
Johan Bezuidenhout ◽  
Lynette J. Van der Merwe ◽  
Gina Joubert
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Clinical Medicine ◽  
Multiple Choice ◽  
Assessment Methods ◽  
Assessment Practices ◽  
Multiple Choice Questions ◽  
Cross Sectional ◽  
Current Assessment ◽  
The University

Background: Assessment should form an integral part of curriculum design in higher education and should be robust enough to ensure clinical competence.Aim: This article reports on current assessment practices and makes recommendations to improve clinical assessment in the undergraduate medical programme at the University of the Free State.Methods: A descriptive cross-sectional study design was used. Qualitative and quantitative data were gathered by means of open- and closed-ended questions in a self-administered questionnaire, which was completed by teaching and learning coordinators in 13 disciplines.Results: All disciplines in the undergraduate medical programme are represented. They used different assessment methods to assess the competencies required of entry-level healthcare professionals. Workplace-based assessment was performed by 30.1% of disciplines, while multiple-choice questions (MCQs) (76.9%) and objective structured clinical examinations (OSCEs) (53.6%) were the main methods used during formative assessment. Not all assessors were well prepared for assessment, with 38.5% never having received any formal training on assessment. Few disciplines (15.4%) made use of post-assessment moderation as a standard practice, and few disciplines always gave feedback after assessments.Conclusion: The current assessment practices for clinical students in the undergraduate medical programme at the University of the Free State cover the spectrum that is necessary to assess all the different competencies required. Multiple-choice questions and OSCEs, which are valid and reliable assessment methods, are used frequently. Poor feedback and moderation practices should be addressed. More formative assessments, and less emphasis on summative assessment, should be considered. Workplace-based and continuous assessments may be good ways to assess clinical competence.

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