Authentic Assessment to Enhance Student Learning in Primary School Physical Education

運用真實性評價提高小學生的體育學習

Abstract

LANGUAGE NOTE | Document text in English; abstract also in Chinese.

There has been an effort to introduce the notion of authentic assessment to physical education teachers as part of the current reform movement within physical education. However, the marginalized status of physical education has not helped the move towards authentic assessment modes that authenticate both students' learning and achievement. Traditional assessment practices, when used in Singapore primary schools, are limited predominantly to measuring students' attributes such as physical fitness and sport and movement competency, and much less their cognitive and affective abilities. The problems of traditional assessment modes across different learning domains are discussed in this paper. A variety of authentic assessment options available to physical education teachers are also highlighted, together with some concerns and challenges with the implementation of these strategies effectively.

向體育敎師介紹真實性評價的理念已成為體育學科目前正在進行的改革運動中的一項內容。然而，體育課的副課性阻礙了體育課向真實性評價模式的靠攏。新加坡小學一貫採用的傳統評估模式大多局限於測量學生的身體機能，例如體能和運動能力，而很少測量學生的認知和情感能力。本文對傳統評價模式在不同學習領域中存在的問題進行了討論。在著重介紹各種適用於體育敎學的真實性評價方法的同時，本文也提出了有效實施這些方法可能面臨的問題和挑戰。