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Assessment in physical education : a sociocultural perspective

Auteur: Peter Hay; Dawn Penney
Uitgever: Milton Park, Abingdon, Oxon ; New York : Routledge, 2013.
Serie: Routledge studies in physical education and youth sport
Editie/Formaat:   Print book : EngelsAlle edities en materiaalsoorten bekijken.
Database:WorldCat
Samenvatting:
"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  Meer lezen...
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Details

Soort document: Boek
Alle auteurs / medewerkers: Peter Hay; Dawn Penney
ISBN: 9780415602723 0415602726 9780203133163 0203133161
OCLC-nummer: 714731168
Beschrijving: 150 pages : illustrations ; 24 cm.
Inhoud: Machine generated contents note: 1. Introduction --
pt. I Developing assessment `messages' in physical education --
2. Producing assessment messages --
3. Definitions, differentiations and communications of assessment --
pt. II Enacting assessment in physical education --
4. Defining, acquiring and transacting ability through assessment in physical education --
5.A sociocultural view of assessment validity in physical education --
6. Assessment literacy in physical education --
pt. III Promoting assessment literacy in physical education --
7. Aligning curriculum, pedagogy and assessment in physical education --
8. Reconceptualising assessment for learning in physical education --
9. Assessment innovations, transformations and technologies --
10. Conclusion.
Serietitel: Routledge studies in physical education and youth sport
Verantwoordelijkheid: Peter Hay and Dawn Penney.
Meer informatie:

Fragment:

"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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