Evaluación en Educación Física. Análisis comparativo entre la teoría oficial y la praxis cotidiana

Rodríguez‐Negro, Josune; Isasti, Luis Mari Zulaika

doi:10.17979/sportis.2016.2.3.1448

Cited by 6 publications

(1 citation statement)

References 16 publications

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“…The remaining five articles focus on PE practice at the primary (6-11 years old) and secondary (12-18 years old) stages. Traditionally, assessment methods that allow for objective measurement, such as tests and physical protocols, have been very present in PE, showing a lack of understanding of the objective associated with learning that any evaluation process should have [11,12] and generating a certain reluctance on the part of teachers to apply assessment procedures that are less simple to quantify or measure [70,71], although in recent years an approach to alternative methods has been observed [72]. The inclusion of this category of analysis supports the argument that there is a need to broaden and deepen research on the use of peer assessment in the school context, as there is little research on the early stages of education.…”

Section: Educational Stagementioning

confidence: 99%

Peer Assessment in Physical Education: A Systematic Review of the Last Five Years

et al. 2020

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Purpose: A systematic review of the use of peer assessment in Physical Education in the last five years (2016–2020). Method: Four databases were used to select those articles that included information on peer assessment in Physical Education in the different educational stages. According to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, including the PICO (participants, intervention, comparators, and outcomes) strategy, after the exclusion criteria, 13 articles were fully assessed based on seven criteria: (1) year and author; (2) country; (3) educational stage; (4) type of paper; (5) purpose; (6) content; and (7) outcomes. Results: the results show that the research was geographically dispersed, although Spain and the USA had half of the articles reviewed. The research was carried out at all educational stages, although a greater focus was observed in higher education than in primary and secondary education. Quantitative, qualitative, and mixed research was almost equally represented, and dealt mainly with sports and games. Regarding the goals of the studies, a diversity of research so great that it produced a lack of continuity and coherence in the literature on the subject was found. The research results on the use of peer assessment showed an increase in the level of motivation, perceived teaching confidence and competence, and teaching self-efficacy. More research is needed on the benefits of the use of peer assessment on the self-regulation of learning and the critical thinking of students.

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Section: Educational Stagementioning

confidence: 99%

Peer Assessment in Physical Education: A Systematic Review of the Last Five Years

et al. 2020

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Aligning the principles of assessment for learning to learning in physical education: A review of literature

Moura

Graça

MacPhail

et al. 2020

Physical Education and Sport Pedagogy

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Background: A comprehensive international literature review on alternative assessment in physical education has been provided by López-Pastor, Kirk, et al. (2013). The authors remarked that while more authentic forms of assessment in physical education have been evidenced over the last three decades, the extent to which alternative assessment practices have become common practice in the teaching of physical education is yet to be established. Purpose: This review provides an updated perspective on the prevalence of assessment for learning (AfL) principles in physical education discourse since the 2013 publication (López-Pastor, Kirk, et al. 2013). The intent is to inform and consider future AfL practices in school physical education and physical education teacher education (PETE) programmes. Methods: Eligibility criteria for the review required full-text articles written in English or Spanish; published (open access and/or in print) in peer-reviewed, academic and professional journals; and limited to the period 2013 to 2019.Inclusion criteria required articles to report assessment being used to promote learning in physical education, regardless of making reference to 'assessment for learning'.Findings: Fifty-two articles met the inclusion criteria. A thematic analysis of these articles resulted in four themes: i) traditional positioning of assessment in physical education; ii) AfL and physical education; iii) the constraints in enacting AfL in physical education; and iv) how to most effectively embed AfL in daily physical education practices.Conclusions: The main conclusions of this review are that i) AfL is a learningoriented assessment based on socio constructivist theories and integrated into the teaching-learning process, ii) physical education teachers continue to use assessment solely to grade students; iii) physical education teachers do not have the necessary skillset to use AfL in physical education successfully; iv) physical education teachers need to be supported to implement AfL; and v) it is necessary to consider how best PETE programmes can infuse AfL across the programme.

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La evaluación formativa participativa y su impacto en la predisposición por aprender y aprendizaje del área de Educación Física en estudiantes del segundo grado de Educación Secundaria

Ramos

2016

Sportis Sci J

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Artículo Original. La evaluación formativa participativa y su impacto en la predisposición por aprender y aprendizaje del área de Educación Física en estudiantes del segundo grado de Educación Secundaria Vol. III, nº. 1; p. 206-220, Enero 2017. A Coruña. España ISSN 2386 Para citar este artículo utilice la siguiente referencia: . La evaluación formativa participativa y su impacto en la predisposición por aprender y aprendizaje del área de Educación Física en estudiantes del segundo grado de Educación Secundaria. Sportis Sci J, 3 (1),[206][207][208][209][210][211][212][213][214][215][216][217][218][219][220]. ResumenEl objetivo de la investigación fue demostrar el impacto de la evaluación formativa participativa (EFP) en la predisposición por aprender (PA) y aprendizaje del área de educación física en estudiantes del segundo grado de educación secundaria. La investigación responde al diseño cuasiexperimental. La muestra de estudio estuvo compuesta por 53 estudiantes para los grupos experimentales (GE) (A-C) y 51 para los grupos de control (GC) (F-G); a quienes se les aplicó el cuestionario de predisposición por aprender (Alpha de Cronbach = 0,95) y la escala ordinal (Correlación de Spearman = 1,00). Los resultados tras la aplicación de la EFP y tradicional respectivamente, en la comparación de medias de los GE y GC, se aprecia un valor significativamente mayor en los GE respecto a los GC en PA, como también en el aprendizaje del área de EF. Según la prueba T, la t c > t t , y el valor de p=0,000 < 0,05, siendo muy similar en todos los casos, tanto en PA y aprendizaje del área de EF; por lo que se rechazó la Ho y se aceptó la H1, por tanto existe diferencia significativa en la PA y aprendizaje del área de EF en los estudiantes que representan los GE en relación a los GC, tras el impacto de la EFP. Él estudió concluyó en que el impacto de la EFP genera mayor predisposición por aprender y mejores niveles de aprendizaje en los estudiantes en el área de EF, a diferencia de la evaluación tradicional.Artículo Original. La evaluación formativa participativa y su impacto en la predisposición por aprender y aprendizaje del área de Educación Física en estudiantes del segundo grado de Educación Secundaria Vol. III, nº. 1; p. 206-220, Enero 2017. A Coruña. España ISSN 2386 Para citar este artículo utilice la siguiente referencia: . La evaluación formativa participativa y su impacto en la predisposición por aprender y aprendizaje del área de Educación Física en estudiantes del segundo grado de Educación Secundaria. Sportis Sci J, 3 (1),[206][207][208][209][210][211][212][213][214][215][216][217][218][219][220] Palabras claveEvaluación formativa participativa; predisposición por aprender; aprendizaje; educación física. AbstractThe aim of the research was to demonstrate the impact of participative formative assessment (PFA) in the willingness to learn (WL) and learning area physical education second grade students of secondary education. The research responds to the quasi-experimental design. The study sample consisted of 53 s...

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Evaluación en Educación Física. Análisis comparativo entre la teoría oficial y la praxis cotidiana

Cited by 6 publications

References 16 publications

Peer Assessment in Physical Education: A Systematic Review of the Last Five Years

Peer Assessment in Physical Education: A Systematic Review of the Last Five Years

Aligning the principles of assessment for learning to learning in physical education: A review of literature

La evaluación formativa participativa y su impacto en la predisposición por aprender y aprendizaje del área de Educación Física en estudiantes del segundo grado de Educación Secundaria

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