Possible strategies for assessing learning about sport in badminton project at school
BACKGROUND: We believe that a good teaching, experience and learning program has in its elaboration and planning a good proposal for continuous assessment for the success of the students and the teacherOBJECTIVE: To describe the assessment instruments developed by Physical Education teachers based o...
| Autores: | , , , , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2020 |
| País: | Brasil |
| Recursos: | Universidade Estadual do Oeste do Paraná (UNIOESTE) |
| Repositório: | Caderno de Educação Física e Esporte |
| Idioma: | português |
| OAI Identifier: | oai:ojs.e-revista.unioeste.br:article/24515 |
| Acesso em linha: | https://e-revista.unioeste.br/index.php/cadernoedfisica/article/view/24515 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Pedagogia do esporte avaliação badminton. Sport pedagogy Assessment Badminton |
| Resumo: | BACKGROUND: We believe that a good teaching, experience and learning program has in its elaboration and planning a good proposal for continuous assessment for the success of the students and the teacherOBJECTIVE: To describe the assessment instruments developed by Physical Education teachers based on a proposal to teach badminton to adolescents in a program during the school shift.METHODS: The scenario for the application of the project took place in a public institution of municipal basic education in the city of São Paulo, with the participation of 15 students of elementary school II of the 8th and 9th years. The activities took place over the four two month blocks of the year 2019, between the months of March and December, comprising 72 theoretical and practical classes, including diagnostic, formative and summative assessments. RESULTS: For the diagnostic evaluation, an instrument was elaborated with the purpose of understanding the student’s intention and expectation about the participation of the project and also, the knowledge about racket sports. In addition, a mind map was applied to assess historical and cultural aspects of badminton. For formative assessment, we developed two instruments for tactical-technical assessment and conducted conversation and observation rounds as instruments to assess the socio-educational aspect of the players. Finally, a questionnaire was prepared for summative assessment with the intention of verifying whether the initial expectations were met at the end of the project.CONCLUSION: Based on the observed, lived, problematized and evaluated experience, we present different assessment instruments at the different stages of the badminton project at school: diagnostic, formative and somative. |
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