Making the case for democratic assessment practices within a critical pedagogy of physical education teacher education

Lorente-Catalan, Eloisa and Kirk, David (2014) Making the case for democratic assessment practices within a critical pedagogy of physical education teacher education. European Physical Education Review, 20 1: 104-119. doi:10.1177/1356336X13496004


Author Lorente-Catalan, Eloisa
Kirk, David
Title Making the case for democratic assessment practices within a critical pedagogy of physical education teacher education
Journal name European Physical Education Review   Check publisher's open access policy
ISSN 1356-336X
1741-2749
Publication date 2014-02
Year available 2013
Sub-type Article (original research)
DOI 10.1177/1356336X13496004
Open Access Status
Volume 20
Issue 1
Start page 104
End page 119
Total pages 16
Place of publication London, United Kingdom
Publisher Sage
Collection year 2014
Language eng
Abstract There has been growing interest in alternative assessment strategies that focus on student participation within higher education over the past 20 years. At the same time, it is important to note that there is very little published research dealing with alternative forms of assessment in the field of physical education teacher education (PETE). In this paper we seek to make a case for democratic assessment practices within a critical pedagogy of PETE. We begin by outlining developments in assessment in higher education in general, before considering student participation in assessment processes. We then consider some strategies of participative assessment, and discuss their benefits, risks and difficulties. An account of the experience of the National Network of Formative and Shared Assessment in Higher Education in Spain provides us with a working example of the implementation of democratic practices in assessment in PETE. We conclude that the lack of research in physical education on democratic assessment practices raises serious questions about the extent to which our field is committed to producing teachers capable of meeting the complex social and cultural challenges they will surely meet in the schools of tomorrow.
Keyword Critical pedagogy
Democratic assessment
Peer-assessment
Physical education teacher education
Self-assessment
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Human Movement and Nutrition Sciences Publications
 
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