Realmente avaliamos o aprendizado em educação física? Percepções dos professores em diferentes estágios educacionais ¿Evaluamos realmente el aprendizaje en educación física?
DOI:
https://doi.org/10.47197/retos.v42i0.88686Palavras-chave:
Avaliação; Aprendendo; Metodologia; Papel docente; EducaçãoResumo
Contexto: A avaliação está ligada à forma como os professores abordam e entendem a educação física. Objetivo: Avaliar as percepções dos professores sobre a avaliação em diferentes estágios educacionais. Método: Participaram sete professores de Educação Física experientes em cada etapa educacional (Primário, Secundário e Universitário) e oito alunos de Educação Física de Professores de Educação Física. Seguiu-se um projeto de pesquisa qualitativa. Resultados: Os professores do ensino fundamental preconizaram uma avaliação baseada em jogos e brincadeiras, entendendo que não era necessário envolver os alunos. Os professores do ensino médio confundiam avaliação com notas, concentrando-se em testes de condicionamento físico e esportivo e defendiam uma implementação exclusiva do professor. Os professores universitários vincularam a avaliação à aprendizagem e destacaram a necessidade de transparência. Por fim, os futuros professores de educação física estimularam uma mudança, acreditaram que a avaliação é um elemento complexo do ensino e destacaram o contexto onde a avaliação será implementada. Conclusão: a avaliação é vista de forma diferente dependendo do estágio, sem características comuns.
Referências
Ada, E. N., Comoutos, N., Karamitrou, A., & Kazak, Z. (2019). Relationships between Dispositional Flow, Motivational Climate, and Self-Talk in Physical Education Classes. Physical Educator, 76, 357-384. https://doi.org/10.18666/TPE-2019-V76-I2-8419.
Bailey, R. (2009). The educational benefits claimed for physical education and school sport: an academic review. Research Papers in Education, 24, 1-17. https://doi.org/10.1080/02671520701809817.
Black, P. (2013). Pedagogy in theory and in practice: Formative and summative assessments in classrooms and in systems. In D., Corrigan, R., Gunstone, & A., Jones (eds.), Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy.Springer, pp. 207-229.
Black, P., & Wiliam, D. (2018). Classroom Assessment and Pedagogy. Assessment in Education: Principles, Policy & Practice, 25, 551-575. https://doi.org/10.1080/0969594X.2018.1441807.
Bores-García, D., Hortigüela-Alcalá, D., González-Calvo, G., & Barba-Martín, R.A. (2020). Peer Assessment in Physical Education: A Systematic Review of the Last Five Years. Sustainability, 12, 9233, 1-15. doi: http://dx.doi.org/10.3390/su12219233.
Bores-García, D., Hortigüela-Alcalá, D., Hernando-Garijo, A., & González-Calvo, G. (2021). Analysis of student motivation towards body expression through the use of formative and share assessment. Retos, 1(40), 198-208. https://doi.org/10.47197/retos.v1i40.83025.
Borghouts, L. B., Slingerland, M., & Haerens, L. (2017). Assessment quality and practices in secondary PE in the Netherlands. Physical Education and Sport Pedagogy, 22, 473-489. https://doi.org/10.1080/17408989.2016.1241226.
Casey, A., & Larsson, H. (2018). “It's Groundhog Day": Foucault's Governmentality and Crisis Discourses in Physical Education. Quest, 70, 438-455. https://doi.org/10.1080/00336297.2018.1451347.
Çakoyun, F. A. (2018). Analysis of self-esteem levels of students in physical education and sports high school. Journal of Education and Training Studies, 6, 73-79. https://doi.org/10.11114/jets.v6i2.2951.
Centre for Educational Research and Innovation (CERI). (2005). Formative assessment: Improving learning in secondary classrooms. OECD.
Chng, L. S., & Lund, J. (2018). Assessment for learning in physical education: The what, why and how. Journal of Physical Education, Recreation and Dance, 89, 29-34. https://doi.org/10.1080/07303084.2018.1503119.
Chng, L. S., & Lund, J. (2019). The impact of formative assessment on the success and response rate in a 6th grade physical education badminton unit. International Journal of Kinesiology in Higher Education, 3, 12-22. https://doi.org/10.1080/24711616.2018.1509680.
Dauenhauer, B., Keating, X., Stoepker, P., & Knipe, R. (2019). State Physical Education Policy Changes from 2001 to 2016. Journal of School Health, 89, 485-493. https://doi.org/10.1111/josh.12757.
Dinan-Thompson, M., & Penney, D. (2015). Assessment literacy in primary physical education. European Physical Education Review, 21, 485-503. https://doi.org/10.1177/1356336X15584087
Fletcher, T., & Kosnik, C. (2016). Pre-service primary teachers negotiating physical education identities during the practicum. Education, 44, 556-565. https://doi.org/10.1080/03004279.2016.1169486
González-Calvo, G., Hortigüela-Alcalá, D., & Fernández- Balboa, J. M. (2020). Foci and factors that contribute to physical educators’ construction of their professional body subjectivities: a qualitative study. Sport, Education and Society, 25, 292-304. https://doi.org/10.1080/13573322.2019.1578206.
Grajeda, T., Hushman, G., Krebs, M., & Hushman, C. J. (2019). Implementing proficiency-based learning and evidence-based grading in physical education. Strategies: A Journal for Physical and Sport Educators, 32, 9-16. https://doi.org/10.1080/08924562.2019.1607638.
Hay, P. (2006). 3.8 Assessment for learning in physical education." In D., Kirk, D., Macdonald, & M., O´Sullivan (eds.), Handbook of Physical Education. Sage, pp. 312-325.
Hay, P., & Penney, D. (2009). Authentic assessment: A handbook for educators. Addison-Wesley.
Hay, P., & Penney, D. (2013). Assessment in physical education: A sociocultural perspective. Routledge.
Holt, N. L., Sehn, Z., Spence, J. C., Newton, A., & Ball, D. C. (2012). Physical education and sport programs at an inner city school: Exploring possibilities for positive youth development. Physical Education and Sport Pedagogy, 17, 97-113. https://doi.org/10.1080/17408989.2010.548062.
Hortigüela-Alcalá, D., Pérez-Pueyo, A., & Salicetti, A. (2015). ¿Cómo percibe el alumnado universitario de educación física la evaluación recibida? Contraste de dos metodologías diferentes. Retos. Nuevas tendencias en Educación Física, Deporte y Recreación, 28, 66-70.
Hortigüela-Alcalá, D., Pérez-Pueyo, A., & López-Pastor, V. (2015). Student involvement and management of students’ workload in formative assessment in higher education. Relieve: revista electrónica de investigación y evaluación educativa, 21(1), 1-5. doi: 10.7203/relieve.21.1.5171.
Hortigüela-Alcalá, D., & Pérez-Pueyo, A. (2016). La evaluación entre iguales como herramienta para la mejora de la práctica docente. Revista Opción, 32(7), 865-879.
Hortigüela-Alcalá, D., Pérez-Pueyo, A., & Calderón, A. (2016). Efecto del modelo de enseñanza sobre el autoconcepto físico del alumnado en educación física. Retos. Nuevas tendencias en Educación Física, Deporte y Recreación, 30,76-81.
Hortigüela-Alcalá, D., Fernández-Río, J., Castejón, J., & Pérez-Pueyo, A. (2017). Formative assessment, work regulation, organization, engagement, tracking and attendance in Spanish Universities. Revista Electrónica Interuniversitaria de Formación del Profesorado, 20(3), 49-63. doi: http://dx.doi.org/10.6018/reifop.20.3.268681.
Hortigüela-Alcalá, D., Palacios, A., & López-Pastor, V. (2019). The impact of formative and shared or coassessment on the acquisition of transversal competences in higher education. Assessment & Evaluation in Higher Education, 44(6), 933-945. doi: 10.1080/02602938.2018.1530341.
Hortigüela-Alcalá, D., Pérez-Pueyo, A., & Fernández-Río, J. (2020). Evaluación formativa y modelos pedagógicos: modelo de responsabilidad y social y de autoconstrucción de materiales. Revista Española de Educación Física y Deportes, 430, 23-41.
Hortigüela-Alcalá, D., Hernando-Garijo, A., & Pérez-Pueyo, A. (2021). Physical Education in the COVID-19. A tale from teachers of different educational stages. Retos, 41, 764-774. doi: https://doi.org/10.47197/retos.v41i0.86368.
Larimer, A. (2016). Articulate bodies: The value of a somatic curriculum in a virtual world. Journal of Physical Education, Recreation and Dance, 87, 22-27. https://doi.org/10.1080/07303084.2015.1131211.
Leirhaug, P. E., & Annerstedt, C. (2016). Assessing with new eyes? Assessment for learning in Norwegian physical education. Physical Education and Sport Pedagogy, 21, 616-631. https://doi.org/10.1080/17408989.2015.1095871.
Leirhaug, P. E., & MacPhail, A. (2015). "It's the other assessment that is the key": Three Norwegian physical education teachers' engagement (or not) with assessment for learning. Sport, Education and Society, 20, 626-640. https://doi.org/10.1080/13573322.2014.975113.
Leirhaug, P. E., MacPhail, A., & Annerstedt, C. (2016). “The grade alone provides no learning": Investigating assessment literacy among Norwegian physical education teachers. Asia-Pacific Journal of Health, Sport and Physical Education, 7, 21-36. https://doi.org/10.1080/18377122.2016.1145429.
Le Roux, C. S. (2017). Exploring rigour in autoethnographic research. International Journal of Social Research Methodology, 20, 195-207. https://doi.org/10.1080/13645579.2016.1140965.
López-Pastor, Víctor Manuel, Kirk, D., Lorente-Catalán, E., MacPhail, A., & Macdonald, D. (2013). Alternative assessment in physical education: A review of international literature. Sport, Education and Society, 18(1), 57–76. https://doi.org/10.1080/13573322.2012.713860
Macken, S., MacPhail, A., & Calderon, A. (2020). Exploring primary pre-service teachers’ use of ‘assessment for learning’ while teaching primary physical education during school placement. Physical Education and Sport Pedagogy, 25, 539-554.
https://doi.org/10.1080/17408989.2020.1752647.
MacLean, J. (2018). Teachers as agents of change in curricular reform: The position of dance revisited. Sport, Education and Society, 23, 563-577. https://doi.org/10.1080/13573322.2016.1249464.
MacPhail, A., & Halbert, J. (2010). “We had to do intelligent thinking during recent PE”: Students’ and teachers’ experiences of assessment for learning in post‐primary physical education. Assessment in Education: Principles, Policy & Practice, 17, 1-12. https://doi.org/10.1080/09695940903565412.
MacPhail, A., & Murphy, F. (2017). Too much freedom and autonomy in the enactment of assessment? Assessment in physical education in Ireland. Irish Educational Studies, 36, 237-252. https://doi.org/10.1080/03323315.2017.1327365.
McKenzie, E., Tapps, T., Fink, K., & Symonds, M. L. (2018). Challenge activities for the physical education classroom: Considerations. Strategies: A Journal for Physical and Sport Educators, 31, 13-17. https://doi.org/10.1080/08924562.2017.1394238.
Moy, B., Renshaw, I., & Davids, K. (2015). The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation. Physical Education and Sport Pedagogy, 21, 517-538. https://doi.org/10.1080/17408989.2015.1072506.
Ni Chróinin, D., & Caitriona, C. (2013). Implementing formative assessment in primary physical education: Teacher perspectives and experiences. Physical Education and Sport Pedagogy, 18, 219-233. https://doi.org/10.1080/17408989.2012.666787.
Ngozwana N. (2018). Ethical dilemmas in qualitative research methodology: Researcher's reflections. International Journal of Educational Methodology, 4, 19-28.
Otero-Saborido, F., Vázquez-Ramos, F. J., Cenizo-Benjumea, J. M., & González-Jurado, J. A. (2020a). Analysis of the assessment in physical education curricula in primary education”. Sport, Education and Society (Published online), 1-14. https://doi.org/10.1080/13573322.2020.1804349.
Otero-Saborido, F.M., Vázquez-Ramos, F. J., & González-Jurado, J. A. (2020b). Analysis of the assessment in Physical Education curricula in High School. Educacion XX1, 23(2), 259–282. https://doi.org/10.5944/educXX1.25662
Penney, D., Brooker, R., Hay, P., & Gillespie, L. (2009). Curriculum, pedagogy and assessment: three message systems of schooling and dimensions of quality physical education. Sport, Education and Society, 14, 421-442. https://doi.org/10.1080/13573320903217125.
Pérez-Pueyo, A., & Hortigüela. D. (2020). ¿Y si toda la innovación no es positiva en Educación Física? Reflexiones y consideraciones prácticas. Retos, 37, 639-647.
Redelius, K., & Hay, P. J. (2012). Student views on criterion-referenced assessment and grading in Swedish physical education. Physical Education and Sport Pedagogy, 17, 211-225. https://doi.org/10.1080/17408989.2010.548064.
Rink, J. (2014). Teacher effectiveness in physical education-consensus? Research Quarterly for Exercise and Sport, 85, 282-286.https://doi.org/10.1080/02701367.2014.932656.
Rubel, D., & Okech, J. E. (2017). Qualitative research in group work: Status, synergies, and implementation. Journal for Specialists in Group Work, 42, 54-86. https://doi.org/10.1080/01933922.2016.1264522.
Saldaña, J. (2009). The coding manual for qualitative researchers. Sage.
Shelley, K., & McCuaig, L. (2018). Close encounters with critical pedagogy in socio-critically informed health education teacher education. Physical Education and Sport Pedagogy, 23, 510-523. https://doi.org/10.1080/17408989.2018.1470615.
Sicilia-Camacho, A. (2003). La investigación sobre el pensamiento del alumnado: una revisión desde la Educación Física. Revista de Educación, 331, 577–613.
Stiggins, R. J. (2014). Improve assessment literacy outside of school too. Phi Delta Kappan, 96, 67-72. https://doi.org/10.1177/0031721714553413.
Strauss, A., & Corbin, J. (2002). Basics of qualitative research. Techniques and Procedures for Developing Grounded Theory. University of Antioquia.
Sundaresan, N., Dashoush, N., & Shangraw, R. (2017). Now that we’re “well rounded,” Let's commit to quality physical education assessment. Journal of Physical Education, Recreation and Dance, 88, 35-38. https://doi.org/10.1080/07303084.2017.1356770.
Swaminathan, R., & Mulvihill, T. M. (2019). Learning to 'site-see': Place-reflexivity as a methodological tool for qualitative researchers. International Journal of Qualitative Studies in Education, 32, 982-997. https://doi.org/10.1080/09518398.2019.1635280.
Tsangaridou, T. (2008). Trainee primary teachers' beliefs and practices about physical education during student teaching. Physical Education and Sport Pedagogy, 13, 131-152.https://doi.org/10.1080/17408980701345667.
Tolgfors, B. (2018). Different versions of assessment for learning in the subject of physical education. Physical Education and Sport Pedagogy, 23, 311-327. https://doi.org/10.1080/17408989.2018.1429589.
Varolt, Y. K. (2016). The predictive power of the self-efficacy beliefs of physical education candidate teachers on their attitudes towards the assessment and assessment in education. Universal Journal of Educational Research, 4, 1458-1463. https://doi.org/10.13189/ujer.2016.040625.
Viciana, J., & Mayorga-Vega, D. (2017). Influencing factors on planning decision-making among Spanish in-service physical education teachers. A population-based study. Electronic Journal of Research in Educational Psychology, 15, 491-509. https://doi.org/10.14204/ejrep.43.16112.
Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.
Williams, S. M., & Weiss, W. (2018). Influence of significant others on high school students' expectancies of success and task value in physical education. Physical Educator, 75, 229-244. https://doi.org/10.18666/TPE-2018-V75-I2-8056.
Yildizer, G., Yılmaz, I., Solmaz, D. I., Şimşek, D., & Uçar, D. (2018). Attitudes of teacher candidates studying in physical education and alternative teacher certification programs towards teaching profession. Universal Journal of Educational Research, 6, 2641-2646. https://doi.org/10. 13189/ujer.2018.061129.
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2021 David Hortigüela-Alcalá, Sixto González-Víllora, Alejandra Hernando-Garijo
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 4.0.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e assegurar a revista o direito de ser a primeira publicação da obra como licenciado sob a Licença Creative Commons Attribution que permite que outros para compartilhar o trabalho com o crédito de autoria do trabalho e publicação inicial nesta revista.
- Os autores podem estabelecer acordos adicionais separados para a distribuição não-exclusiva da versão do trabalho publicado na revista (por exemplo, a um repositório institucional, ou publicá-lo em um livro), com reconhecimento de autoria e publicação inicial nesta revista.
- É permitido e os autores são incentivados a divulgar o seu trabalho por via electrónica (por exemplo, em repositórios institucionais ou no seu próprio site), antes e durante o processo de envio, pois pode gerar alterações produtivas, bem como a uma intimação mais Cedo e mais do trabalho publicado (Veja O Efeito do Acesso Livre) (em Inglês).
Esta revista é a "política de acesso aberto" de Boai (1), apoiando os direitos dos usuários de "ler, baixar, copiar, distribuir, imprimir, pesquisar, ou link para os textos completos dos artigos". (1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
