Curriculum and Assessment in Physical Education

Recommended Prerequisites

Not applicable.

Teaching Methods

Collective theoretical sessions, with direct instruction. Fieldwork and practical sessions of cooperative problem solving and project learning, including tutorial sessions.

Learning Outcomes

This unit aims to foster skills of curriculum development and pedagogical evaluation in PE.

Students should able to:

• understand planning practices;

• know major models and practices of curriculum development;

• reveal practical knowledge in designing, planning, conducting and evaluating curriculum in different dimensions and institutional levels;

• Understand educational trends and assessment practices;

• Differentiate assessment processes, models and procedures in PE;

• Create and apply systems, instruments and assessment tests for PE context.

Competences from the study cycle:

Organize teaching and learning activities to promote PE, developing unique didactic and curriculum solutions, appropriate to social and cultural students’ contexts and core national curriculum unit programs.

Diagnosing educational situations, using instruments of observation and analysis of qualitative and quantitative data in order to understand the complexity and specificity of pedagogical situations.

Work Placement(s)

No

Syllabus

Theme I – CURRICULUM AND EVALUATION THEORY

• Curriculum theory.

• Evolution of evaluation practices.

Theme II – CURRICULUM ORGANIZATION AND ASSESSMENT OF STUDENT LEARNING IN PORTUGAL

• Technological and humanistic perspectives of curriculum development

• Portuguese curricular reform at basic and secondary education. Teacher's role at school curriculum construction. Design and construction of PE Curriculum Projects.

Curriculum Evaluation Models.

• Educational evaluation in Portuguese education system.

Theme III – PE CURRICULUM MODELS

• Basis of curriculum development in Physical Education.

• Physical Education Curriculum models.

Theme IV – PEDAGOGICAL ASSESSMENT IN PE

• Evaluation theory and pedagogical assessment in PE.

• Purposes of classroom assessment.

• Assessment and inequity at school. Evaluation bias.

• Assessment Instruments, observation techniques and quality criteria.

• Parameters, indicators and assessment criterion.

Head Lecturer(s)

Paulo Renato Bernardes Nobre

Assessment Methods

Assessment
Two individual midterm exams (40%) and a group portfolio (60%, with fieldwork and synthesis).: 100.0%

Bibliography

AFONSO, A. (1998). Políticas Educativas e Avaliação Educacional. Braga: Universidade do Minho.

ALLAL, L., CARDINET; J. et PERRENOUD, Ph. (Coord.) (1986). A avaliação formativa num ensino diferenciado. Coimbra: Livraria Almedina.

BAILEY, R. (Ed.) (2010). Physical Education for Learning: a Guide for Secondary Schools. London: Continuum.

CAPEL, S e WHITEHEAD, M. (Ed.) (2010). Learning to Teach Physical Education at the Secondary School: A Companion to School Experience (3 Ed.). London: Routledge.

HERNANDEZ ÁLVAREZ, J. y VELAZQUEZ BUENDIA, R. (Coord.) (2004). La evaluación en educación física. Investigación y práctica en el ámbito escolar. Barcelona: Graó.

Lund, J. e Tannehill, D. (2005). Standards-Based Physical Education Curriculum Development. Sudbury: Jones & Bartlet Publishers.

NOBRE, P. (2006). Contributos da avaliação para o processo de construção e desenvolvimento do projecto curricular de escola. Tese de mestrado. Lisboa: FPCE-UL.