‘None of my other teachers know my face/emotions/thoughts’: digital technology and democratic assessment practices in higher education physical education

Abstract

Digital technology and its use within democratic pedagogy has been an under-researched area in physical education (PE) and higher education (HE). Furthermore, we know little about how democratic assessment methods are experienced by students in HE. As such, this article explores student perceptions and experiences of democratic assessment practices through video narratives in HE PE and how these video narratives allowed students to demonstrate their learning. Using student responses from an e-questionnaire, the findings discuss how the video narratives elevate students' self-awareness, generate emotive and affective responses, elicit performative acts and provide an authentic assessment experience. In particular, the consideration of a student's environment is presented as a novel finding in comparison to previous literature. The authors discuss these findings in relation to teachers' democratic practices and video narratives as a vehicle for supporting authentic assessment experiences.

“This Is Not Gym”: Enacting Student Voice Pedagogies to Promote Social and Emotional Learning and Meaningful Physical Education

“…Central to this was the enactment of SVP. Similar to the recent work of Lynch and Sargent (Lynch and Sargent, 2020 ; Sargent and Lynch, 2021 ) in higher education UK settings, a number of what the research team regarded as SVP were drawn upon from their own collective experiences of enacting student voice and teaching SEL and MPE in the field. These pedagogies were modified in order to be made more appropriate and then collectively implemented frequently, or specifically at different points throughout the course.…”

“…Pedagogy drawn/modified from literature 1-2 Full value contract (Tannehill and Dillon, 2009) 1-2 Personal biography (Betourne and Richards, 2015;Sutherland and Parker, 2020) 1-10 Cooperative learning and group processing (Dyson andCasey, 2012, 2016;Sutherland et al, 2019) 2-10 Continuous class consultation and negotiation (Enright and O'Sullivan, 2010a,b;Howley and Tannehill, 2014;O'Sullivan, 2020, 2021;Aarskog et al, 2021) 3 2-10 Digital reflections (Lynch and Sargent, 2020;Sargent and Lynch, 2021) 10 Overall digital reflection (Lynch and Sargent, 2020;Sargent and Lynch, 2021) 2021) in higher education UK settings, a number of what the research team regarded as SVP were drawn upon from their own collective experiences of enacting student voice and teaching SEL and MPE in the field. These pedagogies were modified in order to be made more appropriate and then collectively implemented frequently, or specifically at different points throughout the course.…”

Assessment of academic achievements in m-learning

“…Researchers discussed the opportunities offered by digital tools in developing teacher-student emotional exchange skills in the learning process using technology to analyze instructors' and students' narratives (Sargent & Lynch, 2021). They came to the important conclusion that the learning process should take into account the subjective attitude of students to the course content/learning resources and communications with the instructor, which can be effectively implemented with Moodle, Campus Pack Wiki, SPSS for Windows, ATutor, Eliademy.…”

Assessing university students’ study-related burnout and academic well-being in digital learning environments

“…However, AI has also been making its way forward-but not very fast-in the field of pedagogical assessment in the past three decades (Luckin, 2017;Luckin et al, 2016;Zawacki-Richter et al, 2019;Popenici & Kerr, 2017). Additionally, to assess students' well-being online also requires a more subtle approach than the assessment of academic achievement (Sargent & Lynch, 2021;Mattsson et al, 2020). In this context, it should be noted that the digital environment itself causes very different academic emotions in different students and therefore needs to be examined accordingly (Sargent & Lynch, 2021;Pekrun et al, 2010;Heckel & Ringeisen, 2019).…”

“…Additionally, to assess students' well-being online also requires a more subtle approach than the assessment of academic achievement (Sargent & Lynch, 2021;Mattsson et al, 2020). In this context, it should be noted that the digital environment itself causes very different academic emotions in different students and therefore needs to be examined accordingly (Sargent & Lynch, 2021;Pekrun et al, 2010;Heckel & Ringeisen, 2019). Specifically, students' ability to embody emotions supporting (or interfering with) learning in digital learning environments may have many implications on how the assessment of these emotions should be undertaken.…”