000 04335nam a2200601Ka 4500
001 ocn811130187
003 OCoLC
005 20220713190842.0
006 m d
007 cr cnu---unuuu
008 120926s2013 enk ob 001 0 eng d
020 _a9780203133163 (electronic bk.)
020 _a0203133161 (electronic bk.)
020 _a9781136478376 (electronic bk.)
020 _a113647837X (electronic bk.)
020 _a9781138795754
020 _z9780415602723
020 _z0415602726
020 _z9781136478369
020 _z9781136478345
035 _a(OCoLC)811130187
035 _a481781
040 _aN$T
_cN$T
049 _aN$TA
050 4 _aGV362
_b.H35 2013
072 7 _aHEA
_x002000
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072 7 _aHEA
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082 0 4 _a613.71
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084 _aEDU033000
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_2bisacsh
100 1 _aHay, Peter.
_eauthor
245 1 0 _aAssessment in physical education
_ba sociocultural perspective /
_cPeter Hay and Dawn Penney.
264 1 _aMilton Park, Abingdon, Oxon ;
_aNew York, NY :
_bRoutledge,
_cc2013.
300 _a1 online resource (154 pages)
336 _2rdacontent
_atext
337 _2rdamedia
_acomputer
338 _2rdatcarrier
_aonline resource
490 1 _aRoutledge studies in physical education and youth sport
504 _aIncludes bibliographical references and index.
505 _a1 Introduction -- PART I Developing assessment ‘messages’ in physical education -- 2 Producing assessment messages -- 3 Definitions, differentiations and communications of assessment -- PART II Enacting assessment in physical education -- 4 Defining, acquiring and transacting ability through assessment in physical education -- 5 A sociocultural view of assessment validity in physical education -- 6 Assessment literacy in physical education - PART III Promoting assessment literacy in physical education -- 7 Aligning curriculum, pedagogy and assessment in physical education -- 8 Reconceptualising assessment for learning in physical education -- 9 Assessment innovations, transformations and technologies -- 10 Conclusion.
520 _a"Assessment has widely been acknowledged as a central element of institutional education, shaping curriculum and pedagogy in powerful ways and representing a critical reference point in political, professional and public debates about educational achievement and policy directions. Within physical education there remains significant debate regarding the subject knowledge, skills and understandings that should be assessed, in what ways and at what points in students' education this should occur. Divided into three parts, Assessment in Physical Education makes an important contribution to our understanding of the socio-cultural issues associated with assessment in physical education, in terms of its systemic development as well as at the level of pedagogic relations between physical education teachers and their students. It provides readers with an insightful critique and theoretically informed ideas for rethinking assessment policies and practices in physical education. This book will be of interest to advanced students and researchers in physical education and youth sport studies, as well as those involved in initial teacher education and teacher professional development"--
_cProvided by publisher.
588 _aDescription based on print version record.
650 0 _aPhysical education and training
_xEvaluation.
650 0 _aPhysical education and training
_xSocial aspects.
650 0 _aPhysical education and training
_xStudy and teaching.
650 0 _aPhysical education and training
_xCurricula.
655 4 _aElectronic books.
700 1 _aPenney, Dawn,
_d1966-
776 0 8 _iPrint version:
_aHay, Peter.
_tAssessment in physical education.
_dMilton Park, Abingdon, Oxon ; New York, NY : Routledge, c2013
_z9780415602723
_w(DLC) 2012010475
_w(OCoLC)714731168
830 0 _aRoutledge studies in physical education and youth sport.
856 _uhttps://login.ezproxy.pucpr.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=481781
_yAcceso Remoto
856 4 0 _3EBSCOhost
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_yAcceso en el Campus PUCPR
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