Embedding Assessment in Learning Experiences: Enacting the Principles of Instructional Alignment in Physical Education Teacher Education

Autor/inn/en	Scanlon, Dylan; MacPhail, Ann; Walsh, Claire; Tannehill, Deborah
Titel	Embedding Assessment in Learning Experiences: Enacting the Principles of Instructional Alignment in Physical Education Teacher Education
Quelle	In: Curriculum Studies in Health and Physical Education, 14 (2023) 1, S.3-20 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scanlon, Dylan) ORCID (MacPhail, Ann) ORCID (Walsh, Claire) ORCID (Tannehill, Deborah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2574-2981
DOI	10.1080/25742981.2022.2039074
Schlagwörter	Alignment (Education); Physical Education; Physical Education Teachers; Teacher Education Programs; Learning Processes; Teaching Methods; Evaluation Methods; Student Evaluation; Learner Engagement; Definitions; Preservice Teachers; Teacher Educators; Outcomes of Education; Evaluation Criteria; Lesson Plans; Dance Education; Physical Activities; Navigation; Athletics; Learning Experience; Prior Learning; Formative Evaluation; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Begriffsbestimmung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lernleistung; Schulerfolg; Lesson planning; Unterrichtsplanung; Dance; Tanzerziehung; Leichtathletik; Lernerfahrung; Vorkenntnisse; Ausland; Irland
Abstract	Appreciating that a significant amount of assessment-related literature has focused on the 'what' of assessment (i.e. what to assess), 'the systematic use of assessment to improve learning remains the exception rather than the rule' [Wiliam, D. (2018). Assessment for learning: Meeting the challenge of implementation. "Assessment in Education: Principles, Policy & Practice," 25(6), 682-685]. This paper focuses on interrogating 'why' and 'how' assessment can be effectively embedded in the delivery of learning experiences. That is, assessment as a means to engage students in the learning process rather than as an add-on to the learning experience. Instructional (and constructivist) alignment provides a context to embedding assessment before introducing specific developments in physical education teacher education (PETE) that allow us to share implementation of assessment considerations, planning for embedded assessment and embedding assessment as a component of a PETE programme. Worked examples of embedding assessment are provided to convey what embedded assessment involves and looks like. Lessons learned from advocating for the practice of embedding assessment are shared. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01