1

2º Semestre

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6.0

José Manuel Fragoso Alves Diniz

Analyse the central role of assessment in learning improvement.
Acknowledge and understand the relations between assessment, learning theories, curriculum theories, PE conceptions and teaching models.
Analyse the purposes and effects of assessment FOR learning, assessment OF learning and assessment AS learning.
Understand the dimension of PE assessment constructs.
Understand the key factors of assessment FOR learning
Understand the way assessment may inhibit the improvement of learning.
Understand the key elements of the feedback process and their impact in learning improvement.
Design “authentic” PE assessment tasks.
Acknowledge the impact of summative assessment in learning motivation.
Looking for and interpreting evidence based in validated frameworks.
Acknowledge self-assessment and self-regulation as essential elements for learning improvement.
Design and/or critically analyse summative or formative assessment protocols by reference to the PE curriculum guidelines.
Design and build assessment tools: pedagogical and technical specifications.
Design rubrics aligned with the constructs and assessment purposes.
Identify and acknowledge mistakes to be avoided in PE evaluation practices.
Understand and use “direct observation” to gather PE learning evidence: specifications, models and techniques.
Interpret assessment results to improve learning.
Analyse key assessment articles, mobilize and integrate knowledge to solve teaching/learning problems.

Evolution of the assessment concept through the evolution of learning and curriculum theories.
Purposes of assessment FOR learning, OF learning and AS learning.
Assessment FOR learning - features and functions.
Teachers and students (mis)conceptions about formative and summative assessment.
Formative and summative assessment principles and their connection to the teaching/learning purposes.
Assessment for decision making in PE teaching and learning regulation: Initial assessment as support for planning decisions; Initial assessment protocol - principles and methodology; Formative assessment planning.
Summative assessment principles and requirements by reference to the PE curriculum guidelines.
Key factors of assessment FOR learning.
Inhibiting factors of assessment on the improvement of learning
The feedback process – features and impact on learning.
Learning self-assessment and self-regulation.
PE assessment construct and its relation with the learning theories and PE conceptions.
Summative assessment and frameworks design.
Framework design (summative and formative) and its principles: interface between PE curriculum and assessment; focus on competence development; focus on what the student CAN do; transparency and clarity; respect for eclecticism and multiple development; respect for the adaptability of formative routes.
Standards for the definition of PE success and their operational features.
PE department decision-making concerning assessment.
“Authentic” PE assessment tasks.
“Direct observation” in the learning context.
Results as a way of identifying learning problems.
Summative and formative assessment protocols.
Assessment tools and rubrics – pedagogical and technical requirements.

Approval in this unit can be achieved in two different ways: (1) continuous assessment or (2) final exam.
(1) Continuous assessment – A 10 points grade or above means the student is approved. A grade below 9,5, failing to complete all proposed assessment tasks or failing to fulfil attendance requirements  means the student will have to pass a final exam. Assessment tasks can include: individual or group works; tests; presentations.
The final grade will be obtained adding 60% of the average of the group tasks grades to 40% of the average of the individual tasks grades.
(2) Final exam – passing grade is 10 marks or above. Grades between 7,5 and 10 marks will require an oral assessment in which a passing grade of at least 9,5 is needed.

Programas de Educação Física
Araújo, F. & Diniz, J. (2015) Hoje, do que falamos quando falamos de avaliação formativa? In Boletim da Sociedade Portuguesa de Educação Física, pp.41-52
Andrade, H. (2010). Students as the definitive source of formative assessment: academic self-assessment and self-regulation of learning In H. Andrade e G. Cizek (eds). Handbook of Formative Assessment. (pp. 90-105) New York: Routhledge.
Assessment Reform Group [ARG] (2006) The role of teachers in the assessment for learning.  http://www.aaia.org.uk/afl/assessment-reform-group/
Assessment Reform Group [ARG] (2002). Assessment for Learning: 10 principles. Cambridge: University of Cambridge Faculty of Education. http://www.aaia.org.uk/afl/assessment-reform-group/
Assessment Reform Group [ARG]  (1999). Assessment for Learning - Beyond the black box. Cambridge: University of Cambridge, Faculty of Education. http://www.aaia.org.uk/afl/assessment-reform-group/
Association for Achievement & Improvement Through Assessment [AAIA] (s/d) Self Assessment.  www.aaia.org.uk
Black, P. & Wiliam, D. (2006). Assessment for Learning in the classroom. In J. Gardner (Ed.). Assessment and Learning. (pp. 9-25) London: Sage.
Black, P. & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment . Phi Delta Kappan, 80(2), 139-148.
Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2004). Working inside the black Box – Assessment for learning in the Classroom. Phi Delta Kappan 86(1). 8-21 http://www.kappanmagazine.org/content/86/1/8.full.pdf
Boggino, N. (2009). A avaliação como estratégia de ensino. Avaliar processos e resultados. Sísifo Revista de Ciências da Educação, 9, 79-86.
Bom, L., Pedreira, M., Mira, J., Carvalho, L., Cruz, S., Jacinto, J., Rocha, L., & Carreiro da Costa, F. (1990). A elaboração do Projecto de programas de Educação Física.  Revista Horizonte 6(35), 1 – 9.
Butler, S., & Hodge, S: (2001). Enhancing Student Trust Through Peer Assessment in Physical Education. Physical Educator, 58 (1), 30-41
Carvalho, L. (1994). Avaliação das Aprendizagens em Educação Física. Boletim Sociedade Portuguesa Educação Física, 10/11, 135-151.
Chen, W. (2005). Examination of curricula, teaching practices and assessment through National Standards. Physical Education & Sport Pedagogy, 10 (2), 159-180.
Earl, L., & Katz S. (2006). Rethinking classroom assessment with purpose in mind. Western and north curriculum partnership. Retirado de http://www.wncp.ca/english/subjectarea/classassessment.aspx  
Fernandes, D. (2009). Avaliação das aprendizagens em Portugal: investigação e teoria da atividade. Sísifo Revista de Ciências da Educação. 9, 87-100.
Fernandes, D. (2005). Avaliação das Aprendizagens: desafios às teorias, práticas e políticas. Cacém: Texto Editores.
Harlen,  W. (2005) Teachers’ summative practices and assessment for learning – tensions and synergies. Curriculum Journal, 16:2, 207-223 DOI: 10.1080/09585170500136093
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Hay, P. (2006). Assessment for Learning in Physical Education In D. Kirk, D. McDonald & M. O’Sullivan (eds.) International Handbook of Research in Physical Education. (pp. 312-325). London: SAGE.
Hay, P., & Penney, D. (2009b). Proposing conditions for assessment efficacy in physical education. European Physical Education Review. 15 (3), 389-405.
Hay, P., & Penney, D. (2013). Assessment in Physical education: a sociocultural perspective. London: Routledge.
Hill, G., & Miller, T. (1997). A comparison of peer and teacher assessment of students' physical fitness performance. Physical Educator, 54 (1), 40-57.
Koekoek, J., Knoppers, A. & Stegeman, H. (2009). How do children think they learn skills in Physical Education? Journal of teaching in Physical education, 28, 310-332.
James, M. (2006). Assessment, Teaching and Theories of Learning In J. Gardner (Ed). Assessment and Learning. (pp. 47-60). London: SAGE Publications.
James, A., Griffin, L., & France, T. (2005). Perceptions of assessment in Elementary Physical Education : A case Study. Physical Educator, 62(2), 85-95.
Lopez-Pastor, V., Kirk, D., Lorente-Catalán, E., MacPhail, A., & Macdonald, D. (2012). Alternative assessment in physical education: a review of international literature. Sport Education and Society, 18(1), 57-76.  DOI:10.1080/13573322.2012.713860
Matanin, M., & Tannehill, D. (1994). Assessing and Grading in Physical Education. Journal of Teaching in Physical Education, 13(4), 395-405.
Nicaise, V., Cogérino, G., Bois, J., & Amorose, A. (2006). Student’s perceptions of teacher feedback and physical competence in Physical Education classes: gender effects. Journal of Teaching in Physical Education, 25, 36-57.
Penney, D., Brooker, R., Hay, P., & Gillespie, L. (2009) Curriculum, pedagogy and assessment: three message systems of schooling and dimensions of quality physical education. Sport, Education and Society. 14(4), 421-442
Quina, J., Carreiro da Costa, F., & Diniz, J. (1995). Análise da Informação evocada pelos alunos em aulas de Educação Física – Um estudo sobre o feedback pedagógico. Boletim da Sociedade Portuguesa de Educação Física, 12, 9-29.
Redelius K., & Hay P. J. (2011): Student views on criterion-referenced assessment and grading in Swedish physical education. Physical Education & Sport Pedagogy, 17(2), 211-225, DOI: 10.1080/17408989.2010.548064
Santos, L. (2002). Auto-avaliação regulada in P. Abrantes & F. Araújo (Coords.) Avaliação das aprendizagens – Das concepções às práticas. (pp. 77-84) Lisboa: Departamento de Educação Básica, Ministério da Educação.
Santos Guerra, M. (2009). Almas tatuadas. Aprendizagens sobre avaliação a partir da ex¬periência. Sísifo. Revista de Ciências da Educação, 09, 101-114. Retirado de http://sisifo.fpce.ul.pt
Shepard, L. A. (2001). The Role of Classroom Assessment in Teaching and Learning . In Richardson (Ed.) The Handbook of Research on Teaching. (pp. 1066 - 1101). Washington, DC: American Educational Research Association.
Stufflebeam, D., & Shinkfield, A. (2007). Evaluation Theory, Models & Applications. S. Francisco: Jossey-Bass.
Swaffield, S. (2011). Getting to the heart of authentic Assessment for Learning. Assessment in Education: Principles, Policy & Practice, 18(4), 433-449, DOI:10.1080/0969594X.2011.582838
Topping, K. (2010). Peers as a source of formative assessment In H. Andrade & G. Cizek (Eds) Handbook of Formative Assessment. (pp. 61-74). New York: Routledge.