By Bob Carroll
Long ago, evaluation was once underplayed or missed within the education of actual schooling academics. actual schooling lay, principally, outdoors of school's formal constructions of evaluate, and books on evaluation thoroughly overlooked this zone of the college curriculum. With the creation of the GCSE, Routes of review (ROA) and the nationwide Curriculum, overview has turn into a massive a part of the educating of PE. This booklet examines intimately the problems as they impact academics.
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Extra resources for Assessment in Physical Education: A Teacher's Guide to the Issues
What is particularly notable about all these developments is the explicit formulation of a criterionreference system. The objectives which are required to be assessed or recorded in GCSE, ROA, and the National Curriculum have been summarized in table 7. In the GCSE the objectives to be assessed are very clearly identified in each of the syllabuses, and it is also clear that all of them cover the same basic ground and processes. Carroll (1990a and 1991) identified three components within these objectives as performance, knowledge and understanding, and analysis and evaluation, and showed that the first two dominated the assessment.
For dance too there may be other criteria used such as choreography. In these activities unlike games, the pupil’s performance is influenced less by the performance of others. The acquisition of skill is not a unitary dimension, nor is it a case of ‘can do it’or ‘cannot do it’. There are different levels in the acquisition and application of skill related to quality (technical efficiency, level of refinement, effectiveness of outcome), quantity WHAT CAN TEACHERS ASSESS IN PHYSICAL EDUCATION? 39 (frequency of production), complexity of context, and application of skill.
Compound adaptive skills include basic skills plus the management of implements, as in the case of racket sports. The complex adaptive category requires the greater mastery of body mechanics as in difficult gymnastic movements. The PE teacher is required to assess the degree of proficiency of these skills, and the dimensions for this need to be identified. A model by Cameron (1991), which was adapted from a model of learning by White and Harvey (1980), has been used as a framework for curriculum-related assessment.
Assessment in Physical Education: A Teacher's Guide to the Issues by Bob Carroll
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