By Bob Carroll
Some time past, evaluation used to be underplayed or missed within the education of actual schooling academics. actual schooling lay, principally, outdoors of school's formal constructions of evaluation, and books on overview thoroughly overlooked this quarter of the college curriculum. With the creation of the GCSE, Routes of review (ROA) and the nationwide Curriculum, overview has turn into a massive a part of the educating of PE. This e-book examines intimately the problems as they impact lecturers.
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Additional info for Assessment in Physical Education: A Teacher's Guide to the Issues
The ability to fulfil the National Curriculum requirements effectively will be used in the future for all subjects. However, the means of doing this in other subjects is the National Curriculum Attainment Target Levels which are not statutory in PE, and the end of key stage statements in PE are not precise enough (except for 25-yard swim) for this use. Pupils’ GCSE results and ROA can be used indirectly by headteachers to see if the teachers are doing a good job. However, it is likely that the headteacher will rely on appraisal schemes and heads of departments for quality control in the subject area which will be part of a whole school policy on assessment.
This appears to be getting more difficult too with the squeeze on PE time. In the context of GCSE, there is initial difficulty in giving a mark or grade. This difficulty is soon overcome with studying the criteria and going to a standardization or moderating session. In games, an analysis of performance could be reduced to a quantitative game analysis to include which skills are selected and when, reading of opponent’s game and responding accordingly, applying tactics in offence or counteract in defence.
Thus certification, selection, feedback, selection of school teams are also motivational and are used as a motivational force by teachers. Even the way accountability works in the form of GCSE National Curriculum testing, ROA and reporting to parents are all motivating to the teacher in some way and used by them to motivate pupils. The teacher is constantly working at motivating the pupil as it is the intervening factor between pupil abilities and pupil attainments (Carroll, 1976a). It must not be forgotten that assessment is a double-edged sword as far as motivation is concerned.
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