¿Por qué hago evaluación formativa en educación física? Relato autobiográfico de un docente

Txema Córdoba Jiménez, Víctor Manuel López Pastor, Enric Sebastiani Obrador

Producción científica: Artículo en revista indizadaArtículorevisión exhaustiva

15 Citas (Scopus)

Resumen

This study describes the evolution of a physical education teacher from the perspective of the assessment systems that he experienced as a student and that he has used as a teacher. Through an autobiographical account we analyze the personal and professional evolution of the author, the reasons for starting to use a formative assessment system, and the process of implementing this model. Throughout the narration, a transition can be observed from a model of summative and qualifying assessment, the result of the author's experience as a student and his initial training, to a model based on formative assessment and reflective practice. This model of assessment, which is practiced in the service of the student's learning and its consequences in society, is presented as a new challenge that is consistent with education in the 21st century.

Título traducido de la contribuciónWhy do i use formative evaluation in physical education? A eeacher's autobiographical account
Idioma originalEspañol
Páginas (desde-hasta)21-38
Número de páginas18
PublicaciónEstudios Pedagogicos
Volumen44
N.º2
DOI
EstadoPublicada - 2018

Palabras clave

  • Autobiographical narration
  • Desarrollo profesional
  • Educación física
  • Evaluación formativa
  • Formative assessment
  • Physical education
  • Professional development
  • Práctica reflexiva
  • Reflexive practice
  • Relato autobiográfico

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