The use of assessment for learning in Physical Education classes: preservice teachers’ perceptions
DOI:
https://doi.org/10.22370/ieya.2019.5.2.1731Palabras clave:
Physical education, Assessment for learning, Preservice teachers’ perceptionsResumen
Assessment is not a consensual topic among teachers, and several are the challenges it poses, especially to those in training. Among the different assessment perspectives, the use of it as a means of promoting learning has been gaining ground. This paper aims to capture the understandings, advantages, and problems that preservice teachers faced during the implementation of Assessment for Learning (AfL) in Physical Education classes during their school placement. Semi-structured interviews were carried out with four preservice teachers, chosen to participate in this study. Using a thematic analysis, three categories were defined: 1) understanding about AfL; 2) experience of preparing and implementing AfL, and 3) impact of this experience on their future as a teacher. Preservice teachers seem to have a similar understanding of AfL. They reported that planning is demanding but impacted positively on students’ motivation and participation. This experience changed their way of preparing classes to a student-centered approach.
Descargas
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Los investigadores(as), académicos(as) y profesionales de la educación que envíen originales para su evaluación por IEYA deberán asegurarse que los artículos cumplen con las instrucciones a los autores(as).
La Revista IEYA y cada uno de sus artículos están licenciados por Creative Commons 3.0.
El proceso editorial completa no supone ningún costo económico para los autores(as).
La Revista IEYA proporcionará un DOI a cada artículo.
Por último mencionar que en pos de la transparencia del proceso de revisión doble ciego, cada autor(a) recibirá la evaluación realizada por los revisores externos, lógicamente sin conocer la persona(as) que han realizado dicha evaluación.