Article

La evaluación de aprendizajes en educación física. Diferencias en función del nivel educativo

Motricidad: revista de ciencias de la actividad física y del deporte, ISSN 0214-0071, Nº. 17, 2006, pags. 71-95 10/2006; 17:71-95.
Source: OAI

ABSTRACT This paper analyzes the evaluation in primary and secondary Physical Education curriculum. Qualitative and quantitative data were gathered using survey (n=415) and focus groups (n=57) in order to carry out the purposes of this study. Findings showed that secondary education teachers prioritized the evaluation of procedural learning while elementary education teachers gave priority to attitudinal learning. In this vein, differences in using some evaluative instruments were found. In addition, assessment was considered an important element within evaluation process for both elementary and secondary education, but secondary education teachers showed more agreement with that idea. The implications of these results with regard to teaching instructional actions in physical education classes are discussed El artículo analiza el currículo material del área de Educación Física (EF) en los niveles de educación primaria y secundaria respecto al elemento de la evaluación. Para cumplimentar los objetivos del estudio, datos cuantitativos y cualitativos fueron recogidos a través de la aplicación de una encuesta postal (n=415) y el desarrollo de grupos de discusión (n=57). Los resultados indican que, mientras el profesorado de educación secundaria priorizó la evaluación de aprendizajes procedimentales, los docentes del nivel de educación primaria concedieron mayor importancia a la evaluación de aprendizajes actitudinales. En línea con estos resultados, diferencias en la frecuencia de utilización de determinados instrumentos de evaluación fueron encontrados entre el profesorado de ambos niveles educativos. Además, tanto en la educación primaria como en la secundaria la calificación del alumnado fue mayoritariamente considerada como un elemento necesario en el proceso de evaluación, si bien el profesorado de secundaria mostró estar algo más de acuerdo con esta idea. Las implicaciones de estos resultados respecto a la enseñanza de la Educación Física son discutidas.

0 Bookmarks
 · 
247 Views
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Teacher beliefs are a major influence on teacher actions. Because context influences beliefs, it was the purpose of this study to explore teachers' beliefs about Mosston's Spectrum of Teaching Styles from an international perspective. Over 1,400 teachers from 7 countries completed a survey related to their self-reported use of and beliefs about various teaching styles. Data suggested a shared core of reproduction teaching style use. The use of and beliefs about the production styles of teaching were more varied. Teachers' use of styles was significantly related to their beliefs about the styles.
    Research quarterly for exercise and sport 07/2005; 76(2):193-201. · 1.11 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: Against a background of perceived threats to physical education, an investigative world-widesurvey of the state and status of physical education in schools funded by the International Olympic Committee was carried out in 1998–9. The survey findings, based on data collated from a globally administered semi-structured questionnaire and an extensive literature survey, reveal that school physical education is in a perilous position in all continental regions of the world. Specifically, the article addresses issues of legal status and actual implementation, restricted or decreasing curriculum time allocation, subject status and attitudes of headteachers, other teachers and parents, inadequacies in financial, material and human resources and teacher preparation, curriculum trends, as well as scepticism about the subject’s future. Concluding comments allude to the main sources of concern and international efforts to sustain physical education in schools in the next millennium.
    European Physical Education Review 01/2000; 6(3):203-229. · 0.50 Impact Factor
  • Journal of Teacher Education - J TEACH EDUC. 01/1977; 28(6):51-55.

Full-text

Download
103 Downloads
Available from
May 31, 2014