東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Assessment in Physical Education.

Starck, Jenna Rae.

FindBook

Google Book

Amazon

博客來

Assessment in Physical Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Assessment in Physical Education./
作者:	Starck, Jenna Rae.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	118 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-02(E), Section: B.
Contained By:	Dissertation Abstracts International80-02B(E).
標題:	Kinesiology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10838395
ISBN:	9780438443365

Assessment in Physical Education.
Starck, Jenna Rae.

Assessment in Physical Education. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 118 p.

Source: Dissertation Abstracts International, Volume: 80-02(E), Section: B.

Thesis (Ph.D.)--The University of Alabama, 2018.

The utilization and practice of assessment in physical education has recently been targeted as the missing ingredient in the teaching-learning process. Although some progress has been made towards the use of alternative assessment, preservice and inservice teachers' assessment practices are far from being educationally productive. Therefore, guided by occupational socialization theory and the assessment literacy framework, this dissertation explored how preservice and inservice teachers understand and enact beliefs of assessment.

ISBN: 9780438443365Subjects--Topical Terms:

517627
Kinesiology.

Assessment in Physical Education.
LDR:03932nmm a2200349 4500 001 2202913
005 20190520081354.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438443365
035 $a (MiAaPQ)AAI10838395
035 $a (MiAaPQ)alatus:13597
035 $a AAI10838395
040 $a MiAaPQ $c MiAaPQ
100 1 $a Starck, Jenna Rae. $3 3429691
245 1 0 $a Assessment in Physical Education.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 118 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-02(E), Section: B.
500 $a Advisers: Oleg A. Sinelnikov; K. Andrew R. Richards.
502 $a Thesis (Ph.D.)--The University of Alabama, 2018.
520 $a The utilization and practice of assessment in physical education has recently been targeted as the missing ingredient in the teaching-learning process. Although some progress has been made towards the use of alternative assessment, preservice and inservice teachers' assessment practices are far from being educationally productive. Therefore, guided by occupational socialization theory and the assessment literacy framework, this dissertation explored how preservice and inservice teachers understand and enact beliefs of assessment.
520 $a In study 1, a research-based conceptual framework is presented for helping preservice teachers develop assessment literacy. Arguments for developing assessment literacy are couched in occupational socialization theory to help overcome barriers to the adoption and use of assessment practices. Further, a four phase model is provided for physical education teacher education programs to integrate assessment progressively across a program toward the goal of promoting assessment literacy.
520 $a Study 2 investigated the influence of workplace factors and teachers' conceptions of assessment on the extent to which they report integrating quality assessment into their practice. Survey data from 90 inservice physical education teachers from Alabama were analyzed through Ordinary Least Squares regression. Specifically, teachers' perceived quality of assessment was regressed on workplace factors (perceived organizational support, marginalization, and class size) and conceptions of assessment. The first regression model (adjusted R2 = .08) did not include any significant predictors, therefore a second was run to examine if workplace factors and conceptions of assessment could be used to predict the belief that assessment improves education. In the second model (adjusted R2 = .66) the following variables were significant: assessment makes schools accountable, assessment makes students accountable, assessment is irrelevant, marginalization, and perceived organizational support.
520 $a Study 3 investigated how six preservice physical education teachers understood and enacted the message system (assessment, pedagogy, and curriculum) while employing the Sport Education model. The model was taught to elementary students during a seven week early field experience, totaling 540 instructional minutes. Data collection methods comprised of interviews (formal, focus group, and informal), passive participation observation, weekly journals, critical incidents, document collection, and video recordings of Sport Education lessons. Results of the study included three themes: (a) the structure and features of the Sport Education model and informal assessment were driving forces of instructional decisions, (b) the Sport Education model was a driving force of formal assessment, and (c) although valuing assessment, the preservice teachers demonstrated low literacy upon implementation of assessment.
590 $a School code: 0004.
650 4 $a Kinesiology. $3 517627
650 4 $a Physical education. $3 635343
650 4 $a Educational evaluation. $3 526425
690 $a 0575
690 $a 0523
690 $a 0443
710 2 $a The University of Alabama. $b Human Performance. $3 1669378
773 0 $t Dissertation Abstracts International $g 80-02B(E).
790 $a 0004
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10838395