{"title":"非线性运动教育实践中学习评价","authors":"B. Tolgfors, D. Barker, G. Nyberg, H. Larsson","doi":"10.1080/17408989.2023.2230244","DOIUrl":null,"url":null,"abstract":"Background: Principles such as instructional alignment and step-by-step progression are often seen as crucial features of good assessment practices in school physical education (PE). These features are problematic from nonlinear educational perspectives, which are based on the idea that movement learning cannot be expected to take place in the same manner for all students. Without some resolution of the contradiction between nonlinear pedagogies and principles of good assessment, the likelihood of physical educators fully embracing any kind of nonlinear approach to movement education remains doubtful. Purpose and research question: Our purpose in this paper is to illustrate how assessment for and of learning (AfL and AoL) can look when implemented in nonlinear movement education practices. Methods: Illustrations of AfL and AoL are drawn from an investigation in which one educator implements a nonlinear movement education module. The module focuses on juggling for students at high school (grade nine students aged approximately 15 years). The module provided students with 10 × 50-minute lessons to explore juggling. Data were generated through observations ( fi lm clips and fi eld notes) and ethnographic-type interviews that were conducted with the students during the lessons. Findings: In the context of the nonlinear movement education module, AfL became: Interacting with students in joint exploration; Introducing learning strategies; Encouraging students to clarify and verbalise the object of learning; Helping students identify critical aspects of the movement activity, and; Inviting students to consider alternative learning trajectories. The educator then evaluates the students ’ learning experiences in the context of a group performance at the end of the module. This performance can be seen as an instance of holistic assessment within a nonlinear movement education practice. Conclusions: The suggested holistic perspective on PE assessment could help educators to: circumvent dichotomies such as mind-body and theory-practice; approach students as active meaning-makers; re-frame students ’ actions as emergent and context-dependent; and replace direct instruction with explorative teaching and learning methods. The major contribution of this study is that it shows how assessment for and of learning can be implemented in nonlinear movement education practices within a linear, goal-related and criterion-referenced, education system","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":" ","pages":""},"PeriodicalIF":2.9000,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Assessment for and of learning in nonlinear movement education practices\",\"authors\":\"B. Tolgfors, D. Barker, G. Nyberg, H. Larsson\",\"doi\":\"10.1080/17408989.2023.2230244\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Background: Principles such as instructional alignment and step-by-step progression are often seen as crucial features of good assessment practices in school physical education (PE). These features are problematic from nonlinear educational perspectives, which are based on the idea that movement learning cannot be expected to take place in the same manner for all students. Without some resolution of the contradiction between nonlinear pedagogies and principles of good assessment, the likelihood of physical educators fully embracing any kind of nonlinear approach to movement education remains doubtful. Purpose and research question: Our purpose in this paper is to illustrate how assessment for and of learning (AfL and AoL) can look when implemented in nonlinear movement education practices. Methods: Illustrations of AfL and AoL are drawn from an investigation in which one educator implements a nonlinear movement education module. The module focuses on juggling for students at high school (grade nine students aged approximately 15 years). The module provided students with 10 × 50-minute lessons to explore juggling. Data were generated through observations ( fi lm clips and fi eld notes) and ethnographic-type interviews that were conducted with the students during the lessons. Findings: In the context of the nonlinear movement education module, AfL became: Interacting with students in joint exploration; Introducing learning strategies; Encouraging students to clarify and verbalise the object of learning; Helping students identify critical aspects of the movement activity, and; Inviting students to consider alternative learning trajectories. The educator then evaluates the students ’ learning experiences in the context of a group performance at the end of the module. This performance can be seen as an instance of holistic assessment within a nonlinear movement education practice. Conclusions: The suggested holistic perspective on PE assessment could help educators to: circumvent dichotomies such as mind-body and theory-practice; approach students as active meaning-makers; re-frame students ’ actions as emergent and context-dependent; and replace direct instruction with explorative teaching and learning methods. The major contribution of this study is that it shows how assessment for and of learning can be implemented in nonlinear movement education practices within a linear, goal-related and criterion-referenced, education system\",\"PeriodicalId\":47917,\"journal\":{\"name\":\"Physical Education and Sport Pedagogy\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":2.9000,\"publicationDate\":\"2023-07-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Physical Education and Sport Pedagogy\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/17408989.2023.2230244\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Physical Education and Sport Pedagogy","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/17408989.2023.2230244","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Assessment for and of learning in nonlinear movement education practices
Background: Principles such as instructional alignment and step-by-step progression are often seen as crucial features of good assessment practices in school physical education (PE). These features are problematic from nonlinear educational perspectives, which are based on the idea that movement learning cannot be expected to take place in the same manner for all students. Without some resolution of the contradiction between nonlinear pedagogies and principles of good assessment, the likelihood of physical educators fully embracing any kind of nonlinear approach to movement education remains doubtful. Purpose and research question: Our purpose in this paper is to illustrate how assessment for and of learning (AfL and AoL) can look when implemented in nonlinear movement education practices. Methods: Illustrations of AfL and AoL are drawn from an investigation in which one educator implements a nonlinear movement education module. The module focuses on juggling for students at high school (grade nine students aged approximately 15 years). The module provided students with 10 × 50-minute lessons to explore juggling. Data were generated through observations ( fi lm clips and fi eld notes) and ethnographic-type interviews that were conducted with the students during the lessons. Findings: In the context of the nonlinear movement education module, AfL became: Interacting with students in joint exploration; Introducing learning strategies; Encouraging students to clarify and verbalise the object of learning; Helping students identify critical aspects of the movement activity, and; Inviting students to consider alternative learning trajectories. The educator then evaluates the students ’ learning experiences in the context of a group performance at the end of the module. This performance can be seen as an instance of holistic assessment within a nonlinear movement education practice. Conclusions: The suggested holistic perspective on PE assessment could help educators to: circumvent dichotomies such as mind-body and theory-practice; approach students as active meaning-makers; re-frame students ’ actions as emergent and context-dependent; and replace direct instruction with explorative teaching and learning methods. The major contribution of this study is that it shows how assessment for and of learning can be implemented in nonlinear movement education practices within a linear, goal-related and criterion-referenced, education system
期刊介绍:
Physical Education and Sport Pedagogy is the official research journal of the Association for Physical Education (AfPE). The journal provides a forum for high quality educational research intended to have a high impact on both policy and practice for a national and international readership. Physical Education and Sport Pedagogy publishes research that reports educational practices in all appropriate contexts including, but not limited to, school physical education, club sport, and active leisure programs. The journal considers papers that discuss a broad range of physical activities, including aquatics, dance, exercise, gymnastics, outdoor and adventure activities, meditative and martial arts and sport. Pedagogy in these contexts refers to the interacting and interdependent components of knowledge and curriculum, learners and learning, and teachers/coaches, teaching/coaching and teacher/coach education. The journal particularly welcomes papers that consider the interactions of each of these components and their practice in specific contexts.