scholarly journals Students’ Perception on Formative and Shared Assessment: Connecting two Universities through the Blogosphere

2017 ◽  
Vol 6 (1) ◽  
pp. 64-70 ◽  
Author(s):  
Daniel Martos-Garcia ◽  
Oidui Usabiaga ◽  
Alexandra Valencia-Peris
Keyword(s):  
Physical Education ◽  
Collaborative Learning ◽  
Assessment Tool ◽  
Peer Assessment ◽  
Educational Innovation ◽  
Assessment Criteria ◽  
Education Students ◽  
Physical Education Students ◽  
Spanish Universities ◽  
Almost All

The aim of this study was to evaluate differences in physical education students’ perception on an educational innovation based on formative and peer assessment through the blogosphere. The sample was made up of 253 students from two Spanish universities. Data was collected using a self-reported questionnaire and t tests were employed in order to find differences among students’ groups. Results show significant differences in almost all of the items on which the students were questioned. Basque students were more satisfied with the assessment tool used than the Valencian students. Students found the blogosphere more active, meaningful, functional and motivating and that it made for collaborative learning in comparison to other traditional evaluation methods. They also showed disapproval related to the demands on attendance, continuity and the greater effort required. For future occasions, negotiation about assessment criteria with the students should be implemented right at the very start of the course.

scholarly journals THE EFFECTIVENESS OF EXISTING PHYSICAL EDUCATION CURRICULUM AT THE DEGREE LEVEL

2020 ◽  
Vol 01 (01) ◽  
pp. 18-29
Author(s):  
Sohail Roman ◽  
Wasim Khan ◽  
Mehreen Saba
Keyword(s):  
Physical Education ◽  
Physical Education Teachers ◽  
College Level ◽  
Education Curriculum ◽  
Education Students ◽  
Health And Physical Education ◽  
Physical Education Students ◽  
Reliability Method ◽  
Almost All ◽  
Degree Level

Study was conducted to assess effectiveness of physical education curriculum at college level in Khyber Pakhtunkhwa. The population consisted twenty-seven physical education teachers and five hundred and thirteen physical education students who selected from nine randomly selected districts. Survey technique was used for collection of required information. Appropriate questionnaire on Likert scale “ranged from very much to Not at all, was developed” and used after pilot testing over sampled respondents from colleges adopting Cronbach Alpha reliability method. The respondents’ responses were analyzed through SPSS. Statistical techniques were used for data analyses. Data have revealed that almost all respondents had agreed upon significance and effectiveness of existing health and physical education curriculum in growth and improvement of personality, good personal habits, and maintenance of physical fitness. But unfortunately, change of social learning skills among students was rejected by concerned population. Study offered significant results in reaching conclusion and extracted suitable recommendations.

The Effect of Different Teaching Strategies on the Moral Development of Physical Education Students

1997 ◽  
Vol 17 (1) ◽  
pp. 85-98 ◽  
Author(s):  
Sandra L. Gibbons ◽  
Vicki Ebbeck
Keyword(s):  
Social Learning ◽  
Physical Education ◽  
Moral Development ◽  
Moral Judgment ◽  
Teaching Strategies ◽  
Self Report ◽  
Moral Reason ◽  
Education Students ◽  
Physical Education Students ◽  
And Behavior

This study examined the effectiveness of social learning (SL) or structural developmental (SD) teaching strategies on the moral development of elementary-age students. Participants were 204 physical education students in Grades 4,5, and 6; three classrooms in each grade were randomly assigned to control, SL, or SD groups. Self-report measures assessed moral judgment, reason, and intention; teachers rated prosocial behavior. By mid- and postintervention class-level analyses, the SL and SD groups scored significantly higher than the control on moral judgment and/or intention; by postintervention, the SD group was significantly higher on moral reason. Mid- and postintervention student-level analyses showed that the SL and SD groups scored significantly higher on moral judgment, intention, and behavior; the SD group was significantly higher on moral reason. These results provide support for the effectiveness of both social learning and structural-developmental teaching strategies on the moral development of children in physical education.

Sign in / Sign up

Export Citation Format

Share Document