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Assessment of physical education standards in the first five primary school years

Urška Kovač (2017) Assessment of physical education standards in the first five primary school years. MSc thesis.

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    Abstract

    Physical education curriculum has a very broad set, because the knowledge standards are defined for triennial and not for the particular school year. Physical education teachers have therefor a lot of freedom planning classes. They determine according to the general knowledge of the pupils when the appropriate time would be to teach and assess certain standards. This freedom for physical education curriculum can be an advantage for seasoned teachers and a disadvantage for the beginners. Main goal of the research is to determine whether the teachers understand the physical education curriculum notes and consequentially which standards they assess most in the first and second triennial. In theoretical part we presented the meaning and ways of assessment and characteristics of good assessment. We described the meaning of games assessment and how to do that in an adequate manner. Important part of quality assessment is planning; therefore we described also the classes planning, the meaning and structure of curriculum plan. In this pattern we included 102 curriculums plans of first five grades. From fourteen schools (42 curriculums plans) we have acquired curriculums plans for all the grades of the first triennial and from fourteen schools (28 curriculums plans) we have acquired curriculums plans for the second triennial – fourth and fifth grade. Based on our research we wanted to find out whether teachers differentiate and individualize physical education assessment or if they assess the same knowledge standards in the same classes or if they assess all standards in one triennial, defined by the curriculum. Research has showed that standards are assessed mostly in all three grades within one triennial, but that the level of assessment gets more demanding each year. We have found out that the majority of teachers does not differentiate and individualize the assessment. Within the triennial most schools do not assess all standards, more than half of teachers assess the same standards in the same grades. We have presented our findings in tables and therefore made the overview which standards are most often assessed in first two triennials in physical education.

    Item Type: Thesis (MSc thesis)
    Keywords: physical education, planning, content evaluation, first and second triennial
    Number of Pages: 75
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Vesna ŠtembergerMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=11621449)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 4538
    Date Deposited: 11 Jul 2017 10:34
    Last Modified: 11 Jul 2017 10:34
    URI: http://pefprints.pef.uni-lj.si/id/eprint/4538

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