Gymnastik- och idrottshögskolan, GIH

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Peer assessment in physical education
Högskolan Dalarna.
Högskolan Dalarna.
Örebro universitet.
Gymnastik- och idrottshögskolan, GIH, Institutionen för rörelse, kultur och samhälle.ORCID-id: 0000-0001-8748-8843
2022 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

BAKGRUNN

It is well established that Assessment for Learning (AfL) is a model for assessment that strengthens young peoples’ learning in schools as well as in higher education. This is also the case in school physical education and in physical education teacher education (PETE). One of the key learning strategies in AfL is to activate peers as resources for learning, often operationalized as peer assessment. In physical education, peer assessment has proven to strengthen learning for both the observer and the observed.

One dimension of peer assessment, that has only scarcely been covered in the physical education context, but that is more highlighted in research of peer assessment in general teacher education, is the tensions inherent in giving feedback to peers, and perhaps friends, on their work. It has been argued that teacher students do not feel comfortable when critiquing other teacher students, and that peer assessment could reflect friendships more than learning outcomes.

In the physical education context, studies have shown that peer assessment is one area that physical education teachers are sceptical about. Further, it has been argued that pupils can be mean to each other if implementing peer assessment during physical education teaching. In this paper we aim to dig deeper into this problematic aspect of peer assessment in physical education.

METODE

More specifically, drawing on the French sociologist Pierre Bourdieu’s concept of capital and using qualitative methodology, the question that will guide our analysis reads:

What capabilities and behaviours among students are by PETE students and physical education teachers acknowledged as legitimate and valuable when peer assessment is implemented in physical education teaching?  

RESULTAT, KONKLUSJON: 

Preliminary results show that in order for peer assessment to be successful in physical education teaching questions regarding who gives feedback on what needs to be considered.  

REFERENCES

Backman, E., Tolgfors, B., Nyberg, G., & Quennerstedt, M. (2021). How does physical education teacher education matter? A methodological approach to understanding transitions from PETE to school physical education. Physical Education and Sport Pedagogy, 1-14.

Tolgfors, B., Quennerstedt, M., Backman, E., & Nyberg, G. (2022). Enacting assessment for learning in the induction phase of physical education teaching. European Physical Education Review, 28(2), 534-551.

Tolgfors, B., Backman, E., Nyberg, G., & Quennerstedt, M. (2021). Between ideal teaching and ‘what works’: The transmission and transformation of a content area from university to school placements within physical education teacher education. European Physical Education Review, 27(2), 312-327.

Ort, förlag, år, upplaga, sidor
2022.
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Samhällsvetenskap/Humaniora
Identifikatorer
URN: urn:nbn:se:gih:diva-7398OAI: oai:DiVA.org:gih-7398DiVA, id: diva2:1713260
Konferens
Kroppsøvingskonferansen 3-4 juni 2022, Oslo
Tillgänglig från: 2022-11-24 Skapad: 2022-11-24 Senast uppdaterad: 2022-11-28Bibliografiskt granskad

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Quennerstedt, Mikael
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Institutionen för rörelse, kultur och samhälle
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Totalt: 459 träffar
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