In examination awards in physical education in Scottish schools
results indicate regular imbalances between students' practical
performance and their analytical abilities (as measured by written
examination answers). Why? To discover more, a first phase of
research collected evidence from 40 semi-structured teacher and
group student interviews. Results highlighted marked differences in
the pedagogical practices teachers adopted when attempting to teach
through practical experiential learning approaches. Later analysis
of students' assessment evidence revealed that achieving sustained
improvements was proving difficult to achieve. Teachers commonly
attributed students' under-performance to the written assessment
instruments. A comparison of oral and written assessment procedures
showed that higher levels of attainment were not realized by oral
assessments. However, there were indications that oral assessment
could enhance the quality of students' learning and assessment
experience, and inform teachers' curriculum decision-making. The
research concludes by discussing how improvements in practical
experiential learning environments in examination awards might most
feasibly occur.
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