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L’appréciation et l’évaluation

Authentique, Significative, un Monde Réel

Les Liens

Concevoir pour une évaluation authentique

Ces dernières années, la popularité de l'enseignement en ligne a considérablement augmenté. Cela est dû en partie au fait qu'elle permet d'apprendre partout et à tout moment, mais aussi à l’abondance de cours de haute qualité, ainsi qu'à l'émergence d'applications de gestion de l'apprentissage, plus attrayantes. Bien que la croissance de l'apprentissage en ligne soit assez importante, notre capacité à l'évaluer efficacement n'a pas suivi le même rythme.

L'éducation en ligne fait désormais partie intégrante des institutions universitaires et des entreprises du monde entier. Le soutien à de telles initiatives peut être essentiel à la croissance et au développement d'une organisation, faisant ainsi des éducateurs, qui connaissent bien les complexités de l'apprentissage en ligne et de l'évaluation, en fait un bien précieux.

Des défis permanents se posent en particulier pour l’EPS, alors que nous passons à l'enseignement et à l'évaluation dans divers environnements en ligne. Noter sur l’amélioration de chaque individu, tout en reconnaissant la marginalisation de l'EPS en tant que matière, est un défi particulièrement important pour les enseignants d'EPS.

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Pour les professeurs et les étudiants, l’évaluation la plus efficace est celle qui vient de quelqu’un qui est assis à nos côtés et qui nous aide à grandir

- Carol Ann Tomlinson

Recherche

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Maximizing Learning through Assessment in Middle and High School Physical Education

K. Michael Kniffin & Helena Baert

The bane of physical education is compliance grading, where students are assessed on attendance, dress, and effort. Students cannot help but compare the way they are assessed in other classes with the often questionable assessment practices in physical education. Consequently, they may perceive the value of physical education as being lower than other subjects. In order for students to change their negative perception of physical education, assessment of learning must be based on a quality curriculum that meets the needs of students.

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"Their enthusiasm is palpable and they inspire participants to get involved, show passion and solve problems."

Michelle B.

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Association Internationale des Écoles Supérieures d’Éducation Physique
International Association for Physical Education in Higher Education

The AIESEP specialist seminar ‘Future Directions in PE Assessment’ was held from October 18-20  2018, at Fontys University of Applied Sciences in Eindhoven, the Netherlands. The seminar aimed to  bring together leading scholars in the field to present and discuss ‘evidence-informed’ views on  various topics around PE assessment. It brought together 71 experts from 20 countries (see appendix  2) to share research on PE assessment via keynote lectures and research presentations and to discuss  assessment-related issues in interactive sessions.

Assessment of Effort and Participation i

Assessment of Effort and Participation in Physical Education 

TImothy Baghurst

The purpose of this article was  to provide an overview of the current literature surrounding effort  and participation as a component of grading in physical education.  In addition, discourse on the impact that varying methods for  assessment have on the physical education profession is provided,  followed by a best practice method for including effort and  participation in assessment.  

Increasing the Value of PE Role of Asses

Increasing the Value of Physical Education: The Role of Assessment

Douglas Collier

Although the history of assessment in physical education has not been a stellar one, and significant barriers remain, philosophical and pedagogical changes are taking place that allow us to be more optimistic about how assessment will be better aligned with learning objectives and tasks.

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Now That We're “Well Rounded,” Let's Commit to Quality Physical Education Assessment 

Nirup Sundaresan, Nermeen Dashoush & Rebecca Shangraw

Contentious debate surrounding the increased focus on high-stakes testing, school resource allocation, and the value of physical activity have threatened the very existence of school based physical education programs (France,  Moosbrugger, & Brockmeyer, 2011). As the requirements for and  time allotted to physical education have decreased over the past  few decades (SHAPE America – Society of Health and Physical  Educators, 2016), the United States has been witnessing an unprecedented increase in childhood obesity, type 2 diabetes, cardiovascular disease, and the prevalence of mental health disorders among youth (Powers, Wegmann, Blackman, & Swick, 2014).