واکاوی ابعاد سواد ارزشیابی معلمان تربیت‌بدنی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار مدیریت ورزشی، گروه رفتار حرکتی و مدیریت ورزشی، دانشکده علوم ورزشی، دانشگاه اصفهان، ایران

2 دانشجوی کارشناسی ارشد مدیریت سازمان ها و باشگاه های ورزشی، دانشکده علوم ورزشی دانشگاه اصفهان، اصفهان ، ایران

3 دانشیار مدیریت ورزشی، گروه رفتار حرکتی و مدیریت ورزشی، دانشکده علوم ورزشی دانشگاه اصفهان، اصفهان، ایران

10.22099/jcr.2024.7636

چکیده

هدف از این پژوهش واکاوی ابعاد سواد ارزشیابی معلمان تربیت‌بدنی بود. روش تحقیق از نظر هدف کاربردی و از نظر داده‌ها کیفی بود. مشارکت‌کننده‌ها شامل 18 نفر از کارشناسان، اساتید دانشگاه، سرگروه‌های آموزشی و معلمان خبره تربیت‌بدنی بودند که به صورت غیرتصادفی هدفمند انتخاب شدند. ابزار پژوهش مصاحبه نیمه ساختار یافته بود. برای اعتبارسنجی به پژوهش از برخی از معیارها مانند اعتماد، اعتبار، و تاییدپذیری استفاده شد. تحلیل داده‌ها به روش تحلیل تم و با استفاده از نرم افزار مکس کیودا 20 انجام شد. نتایج این پژوهش نشان داد برای اینکه معلمان تربیت‌بدنی بتوانند زمینه تربیت‌بدنی کیفی را فراهم کنند، باید دارای برخی از شایستگی‌ها در مقوله ارزشیابی باشند که از آن به‌عنوان سواد ارزشیابی یاد می‌شود. این شایستگی‌ها شامل آگاهی‌های زمینه‌ای (محتوای درس تربیت‌بدنی، اصول حاکم بر ارزشیابی، آگاهی از اهداف و رویکردهای ارزشیابی و علوم مرتبط با ارزشیابی)، فرایندهای مهارتی (ساخت ابزار و مهارت‌های سنجش و آمار) و توانایی‌های تفسیر، تحلیل و بازخورد مؤثر است. ضروری است که معلمان در مقوله ارزشیابی به‌خوبی آموزش ببینند و سواد ارزشیابی را به‌عنوان یک فرایند مداوم که پیش‌شرط‌های برنامه درسی تربیت‌بدنی کیفی است را در خود ارتقا دهند. فرایندهای توانمندسازی و ارتقای سواد ارزشیابی در معلمان تربیت‌بدنی می‌تواند از مسیر آموزش‌های بدو و ضمن خدمت صورت پذیرد.

کلیدواژه‌ها

موضوعات


Aarskog, E. (2021). ‘No assessment, no learning’: exploring student participation in assessment in Norwegian physical education (PE) [Article]. Sport, Education and Society, 26(8), 875-888. https://doi.org/10.1080/13573322.2020.1791064
Abbasi Kasani, H., Shams Mourkani, G., Seraji, F., & rezaeizadeh, m. (2023). Pathology of Formative Assessment In Iranian E-Learning System: Phenomenological Examination of Professors' Views. Research in Teaching, 11(2), 52-27. https://doi.org/10.22034/trj.2023.62814 (Persian)
Abdollahi, M. H., gholami torksaluye, s., & abbasian, m. (2022). Developing a model of effective factors in the effectiveness of virtual education in general physical education lessons in corona pandemic conditions. Research on Educational Sport, 9(25), 89-110. https://doi.org/10.22089/res.2021.10469.2092 (Persian)
Allen, R., Ferkel, R., Fisher, K., & Wawersik, A. (2022). An Economical Assessment Model for Elementary Physical Education [Article]. Journal of Physical Education, Recreation and Dance, 93(6), 51-58. https://doi.org/10.1080/07303084.2022.2081270
Arias-Estero, J., & Castejón, F. (2014). Using instruments for tactical assessment in physical education and extra-curricular sports [Article]. European Physical Education Review, 20(4), 525-535. https://doi.org/10.1177/1356336X14539214
Babansab Ahmadkolaei, r., & Abedini baltork, M. (2023). The study of the strengths and weaknesses of descriptive evaluation in virtual education from the perspective of elementary teachers in Mazandaran province. Research in Teaching, -. (Persian)
Barrientos Hernán, E. J., López-Pastor, V. M., Lorente-Catalán, E., & Kirk, D. (2022). Challenges with using formative and authentic assessment in physical education teaching from experienced teachers’ perspectives. Curriculum Studies in Health and Physical Education, 1-18.
Barrientos Hernán, E. J., López-Pastor, V. M., Lorente-Catalán, E., & Kirk, D. (2022). Challenges with using formative and authentic assessment in physical education teaching from experienced teachers’ perspectives [Article]. Curriculum Studies in Health and Physical Education. https://doi.org/10.1080/25742981.2022.2060118
Bores-García, D., Hortigüela-Alcalá, D., González-Calvo, G., & Barba-Martín, R. (2020). Peer assessment in physical education: A systematic review of the last five years [Review]. Sustainability (Switzerland), 12(21), 1-15, Article 9233. https://doi.org/10.3390/su12219233
Chng, L., & Lund, J. (2021). Assessment for Learning in Physical Education: Practical Tools and Strategies to Enhance Learning of Games [Article]. Journal of Physical Education, Recreation and Dance, 92(7), 31-38. https://doi.org/10.1080/07303084.2021.1948464
Chng, L. S., & Lund, J. (2018). Assessment for Learning in Physical Education: The What, Why and How. Journal of Physical Education, Recreation & Dance, 89(8), 29-34. https://doi.org/10.1080/07303084.2018.1503119
Constantinou, P. (2017). Instructional Assessment Strategies for Health and Physical Education [Article]. Strategies, 30(3), 3-9. https://doi.org/10.1080/08924562.2017.1297747
Cowan, D., & Taylor, I. M. (2016). ‘I’m proud of what I achieved; I’m also ashamed of what I done’: a soccer coach’s tale of sport, status, and criminal behaviour. Qualitative Research in Sport, Exercise and Health, 8(5), 505-518. https://doi.org/10.1080/2159676X.2016.1206608
DinanThompson, M., & Penney, D. (2015). Assessment literacy in primary physical education [Article]. European Physical Education Review, 21(4), 485-503. https://doi.org/10.1177/1356336X15584087
Ershad Iranji, T., Safania, A., farahani, A., & Nikbakhsh, R. (2022). Pathology of Physical Education Assessment in the High Schools of Iran. Research on Educational Sport, 10(27), 185-212. https://doi.org/10.22089/res.2021.10949.2127 (Persian)
Giraldo, F. (2021). Language assessment literacy and teachers’ professional development: A review of the literature. Profile Issues in TeachersProfessional Development, 23(2), 265-279.
Ha, T., Dauenhauer, B., & Krause, J. (2022). Facilitating Alternative Assessment with Technology in Physical Education [Article]. Strategies, 35(2), 36-39. https://doi.org/10.1080/08924562.2022.2031379
Hodges, M., Liu, X., D. Hamilton, X., Doherty, B., Phelps, A., Colburn, J., & Knipe, R. (2022). A qualitative examination on the preparation of preservice physical education teachers for assessment in secondary teaching methods courses in the US [Article]. Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2022.2153816
Killian, C. M., & Mays Woods, A. (2021). Assessment Practices in K–12 Physical Education in the United States: A Scoping Review of Research, 2000–2020 [Article]. Research Quarterly for Exercise and Sport, 92(2), 248-258. https://doi.org/10.1080/02701367.2021.1894315
Kim, Y., & Lee, O. (2022). Exploring the phenomenological meanings of assessment in physical education through primary teachers’ lived experiences [Article]. Physical Education and Sport Pedagogy, 27(6), 578-590. https://doi.org/10.1080/17408989.2021.1911983
Koh, K. H. (2011). Improving teachers’ assessment literacy through professional development. Teaching Education, 22(3), 255-276.
Leirhaug, P. E. (2016). Exploring the relationship between student grades and assessment for learning in Norwegian physical education. European Physical Education Review, 22(3), 298-314.
Leirhaug, P. E., & Annerstedt, C. (2016). Assessing with new eyes? Assessment for learning in Norwegian physical education [Article]. Physical Education and Sport Pedagogy, 21(6), 616-631. https://doi.org/10.1080/17408989.2015.1095871
Leirhaug, P. E., Macphail, A., & Annerstedt, C. (2016). ‘The grade alone provides no learning’: Investigating assessment literacy among Norwegian physical education teachers [Article]. Asia-Pacific Journal of Health, Sport and Physical Education, 7(1), 21-36. https://doi.org/10.1080/18377122.2016.1145429
López-Pastor, V. M., 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
Lorente-Catalán, E., & Kirk, D. (2016). Student teachers’ understanding and application of assessment for learning during a physical education teacher education course [Article]. European Physical Education Review, 22(1), 65-81. https://doi.org/10.1177/1356336X15590352
Lyngstad, I., Bjerke, Ø., Bang, K. M., & Lagestad, P. (2022). Norwegian upper secondary students’ experiences of their teachers’ assessment of and for learning in physical education: examining how assessment is interpreted by students of different physical abilities [Article]. Sport, Education and Society, 27(3), 320-331. https://doi.org/10.1080/13573322.2020.1842728
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 [Article]. Physical Education and Sport Pedagogy, 25(5), 539-554. https://doi.org/10.1080/17408989.2020.1752647
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), 23-39.
Md-Ali, R., & Veloo, A. (2017). Teachers' autonomy and accountability in assessing students' physical education in school-based assessment. In Teacher Empowerment Toward Professional Development and Practices: Perspectives Across Borders (pp. 71-83). Springer Singapore. https://doi.org/10.1007/978-981-10-4151-8_5
Moura, A., Silva, A., Graça, A., & Batista, P. (2021). The value of assessment for learning in the teaching of physical education [Article]. E-Balonmano.com: Revista de Ciencias del Deporte, 17(3), 211-222. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121636824&partnerID=40&md5=723f324e48d727544784e7222b0e37ce
Ní Chróinín, D., & Cosgrave, C. (2013). Implementing formative assessment in primary physical education: teacher perspectives and experiences. Physical Education and Sport Pedagogy, 18(2), 219-233. https://doi.org/10.1080/17408989.2012.666787
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic Analysis: Striving to Meet the Trustworthiness Criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847. https://doi.org/10.1177/1609406917733847
Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory into practice, 48(1), 4-11.
rezasoltani, n., Azizian Kohan, N., & Vahdani, M. (2023). Feasibility of Adding a Student Workbook in Learning Packages for Physical Education Curriculum. Research on Educational Sport, -. https://doi.org/10.22089/res.2022.13127.2285 (Persian)
Smith, B., & McGannon, K. R. (2018). Developing rigor in qualitative research: problems and opportunities within sport and exercise psychology. International Review of Sport and Exercise Psychology, 11(1), 101-121. https://doi.org/10.1080/1750984X.2017.1317357
Starck, J. R., Richards, K. A. R., & O’Neil, K. (2018). A Conceptual Framework for Assessment Literacy: Opportunities for Physical Education Teacher Education [Article]. Quest, 70(4), 519-535. https://doi.org/10.1080/00336297.2018.1465830
Stiggins, R. J. (1991). Assessment literacy. Phi Delta Kappan, 72(7), 534-539.
Taslimi, Z., & Babooee, H. (2018). Coordinated and Focused Evaluation of Physical Education in Schools: A Qualitative Study. Research on Educational Sport, 6(14), 45-66. https://doi.org/10.22089/res.2017.4239.1306 (Persian)
Vahdani, M., Rezasoltani, N., & jafari, m. (2021). Designing of a pedagogical model to implementation the goals of the physical education curriculum of schools during the Covid-19 pandemic. Research on Educational Sport, 9(22), 14-46. https://doi.org/10.22089/res.2021.9596.1974 (Persian)
Yamtim, V., & Wongwanich, S. (2014). A study of classroom assessment literacy of primary school teachers. Procedia-Social and Behavioral Sciences, 116, 2998-3004.