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Assessment in physical education : a sociocultural perspective

著者: Peter Hay; Dawn Penney
出版: Milton Park, Abingdon, Oxon ; New York : Routledge, 2013.
シリーズ: Routledge studies in physical education and youth sport
エディション/フォーマット:   書籍 : Englishすべてのエディションとフォーマットを見る
データベース:WorldCat
概要:
"Assessment has widely been acknowledged as a central element of institutional education, shaping curriculum and pedagogy in powerful ways and representing a critical reference point in political, professional and public debates about educational achievement and policy directions. Within physical education there remains significant debate regarding the subject knowledge, skills and understandings that should be  続きを読む
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ドキュメントの種類: 図書
すべての著者/寄与者: Peter Hay; Dawn Penney
ISBN: 9780415602723 0415602726 9780203133163 0203133161
OCLC No.: 714731168
物理形態: 150 p. : ill. ; 24 cm.
コンテンツ: Chapter 1. Introduction Part 1: Developing Assessment 'Messages' in Physical Education Chapter 2. Producing Assessment Messages Chapter 3. Definitions, Differentiations and Communications of Assessment Part 2: Enacting Assessment in Physical Education Chapter 4. Defining, Acquiring and Transacting Ability Through Assessment in Physical Education Chapter 5. A Sociocultural View of Assessment Validity in Physical Education Chapter 6. Assessment Literacy in Physical Education Part 3: Promoting Assessment Efficacy in PE Chapter 7. Aligning Curriculum, Pedagogy and Assessment in Physical Education Chapter 8. Reconceptualising Assessment for Learning in Physical Education Chapter 9. Assessment Innovations, Transformations and Technologies Chapter 10. Conclusion
シリーズタイトル: Routledge studies in physical education and youth sport
責任者: Peter Hay and Dawn Penney.
その他の情報:

概要:

"Assessment has widely been acknowledged as a central element of institutional education, shaping curriculum and pedagogy in powerful ways and representing a critical reference point in political, professional and public debates about educational achievement and policy directions. Within physical education there remains significant debate regarding the subject knowledge, skills and understandings that should be assessed, in what ways and at what points in students' education this should occur. Divided into three parts, Assessment in Physical Education makes an important contribution to our understanding of the socio-cultural issues associated with assessment in physical education, in terms of its systemic development as well as at the level of pedagogic relations between physical education teachers and their students. It provides readers with an insightful critique and theoretically informed ideas for rethinking assessment policies and practices in physical education. This book will be of interest to advanced students and researchers in physical education and youth sport studies, as well as those involved in initial teacher education and teacher professional development"--

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