Grading in Portuguese secondary school physical education: assessment parameters,gender differences and associations with academic achievement     

José Marmeleira  Hugo Folgado  Ismael Martínez Guardado  Nuno Batalha 《Physical Education & Sport Pedagogy》2020,25(2):119-136

ABSTRACT

Background: Assessment is crucial for the quality of teaching and learning in physical education (PE). Currently little is known about the students’ level of achievement in PE and about the parameters used for calculating the PE grades. Although there is evidence that boys are more active outside school than girls and participate more in organized sports, few studies have examined possible differences between genders in PE achievement. Furthermore, despite the current interest in the relationship between motor competencies and cognitive functioning, limited research has examined if PE grades are associated with academic achievement.

Purpose: Considering the lack of information on the current level of students’ success in PE, the main aim of this study is to examine the PE grades of Portuguese students in secondary school. Specifically, this study analysis the level of students’ achievement in PE, the relation of PE grades with other school subjects’ grades, compares the PE grades between boys and girls, and presents the PE summative assessment parameters used in schools.

Method: Participants were 1936 students (57% girls) from the 10th, 11th and 12th grades (16.8?±?1.3 years old) attending eleven Portuguese secondary schools. Information was gathered on their grades in PE and in the other school subjects at the end of the school year. Information on the specific assessment parameters used in each school was also collected.

Results: The average grades in PE were 14.9?±?2.3 points (20-point scale). Only ～1% of students with a final PE grade had a negative performance (<10 points). PE grades were relatively higher than in most of the other school-subjects and for most students (68.7%) the PE classification raised their overall average grade. The level of correlation between grades in PE and in other school subjects was statistically significant (r's?=?.13 to .29, p?<?.05) although lower than that between grades in the other school subjects (r's?=?.44 to .84, p?<?.01). There were significant differences between girls’ and boys’ grades in PE (14.3?±?2.3 and 15.9?±?2.1 points, respectively). The school assessment parameters prioritize physical performance over participation and attitude.

Conclusion: The Portuguese students’ level of achievement in PE seems to be very satisfactory. However, as boys have higher grades than girls it is urgent to find appropriate strategies to tackle this problem. The associations found between PE grades and academic achievement could have relevant repercussions considering the current debate about the status of PE and about the relationship between motor and cognitive competencies. It is also relevant that the schools’ summative assessment parameters are based mainly on skill mastery and not on effort and participation. This study provided a brief glance into some aspects of the assessment of PE in Portugal and is it is desirable that future investigations examine the teacher's assessment practices.  相似文献   

Sheri D. Sheppard,K. Macatanga,A. Colby,and W.M. Sullivan: Educating Engineers—Designing for the Future of the Field     

Hugo Horta 《Higher Education》2010,59(3):387-389

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Holding a post-doctoral position before becoming a faculty member: does it bring benefits for the scholarly enterprise?     

Hugo Horta 《Higher Education》2009,58(5):689-721

This article examines the effects that performing a post-doc early in the academic career have for the current scholarly practices of faculty members. Results show that performing a post-doc early in the academic career impacts positively the recent research output of academics, although not affecting the other faculty member’s scholarly activities, namely teaching. The results also show that academics that did a post-doc engage in more regular information exchange dynamics with international peers than their colleagues that did not. This is particularly evident for the younger generations of scholars and for those who spent the post-doctoral period abroad. It is concluded that the post-doctoral period not only fosters a greater production of scientific outputs later in the academic career, but also leads to a greater integration into international scholarly communities. These benefits potentiate former post-docs to become key players in any scientific or higher education system.  相似文献   

Global and national prominent universities: internationalization,competitiveness and the role of the State     

Hugo Horta 《Higher Education》2009,58(3):387-405

This article provides a characterization of the internationalization of “global” European universities and discusses the role of the State in promoting greater internationalization and competitiveness levels of prominent national universities. The analysis supports previous arguments stating that global ranking of universities is strongly based on research, but reveals that the internationalization of research universities’ student population is also arranged to enhance research capacity. This finding is further reinforced by a positive association between the internationalization of the academic staff and the internationalization of the student population in one of those universities, being this association particularly strong with the doctoral student population. Finally, based on the analysis of two prominent national universities with different global competitiveness levels, we discuss the role of the State as a central supporter of these universities internationalization and global competitiveness arguing that public funding and support is critical if countries want to have national prominent universities competing at global level.

Hugo HortaEmail: Email:

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On the Aims of Education     

Hugo A Meynell 《Journal of Philosophy of Education》1976,10(1):79-97

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Identification of Child Pedestrian Training Objectives: the role of task analysis and empirical research     

Hugo H van der  Molen 《British journal of educational technology : journal of the Council for Educational Technology》1984,15(2):125-150

The aim of this study is to demonstrate that child pedestrian training objectives may be identified systematically and that this can be done through various task analysis methods, making use of different types of empirical information.
Some early approaches to the analysis of pedestrian tasks are reviewed in the framework of several theoretical approaches to task analysis. We present an outline of the Traffic Research Centre's pedestrian task analysis and of its use in the specification of the concrete objectives for an experimental child pedestrian training programme.
Selections of the objectives for pre-school children were made on the basis of importance and feasibility. Importance was assessed on the basis of various ways of analysing actual task performance, including studies on exposure, behaviour and accidents. Feasibility of objectives was assessed by using a model for the analysis of psychological ability requirements. The objectives selected are presented in the form of concrete teaching routines. These are operationalized in terms of the conditions under which the behaviour trained should be displayed. Validation of the objectives arrived at is considered feasible through further empirical research.  相似文献   

Innovative Training of In-service Teachers for Active Learning: A Short Teacher Development Course Based on Physics Education Research     

Genaro Zavala  Hugo Alarcón  Julio Benegas 《Journal of Science Teacher Education》2007,18(4):559-572

In this contribution we describe a short development course for in-service physics teachers. The course structure and materials are based on the results of educational research, and its main objective is to provide in-service teachers with a first contact with the active learning strategy “Tutorials in Introductory Physics,” developed by the Physics Education Research Group at the University of Washington. The course was organized in a constructivist, active learning environment, so that teachers have first to experience, as regular students, the whole Tutorial sequence of activities: Tutorial pre-test, Tutorial, and Tutorial Homework. After each Tutorial, teachers reflect on, and recognize their own students’ learning difficulties, discussing their teaching experiences with their colleagues in small collaborative groups first and the whole class later. Finally they read and discuss specific Physics Education Research literature, where these learning difficulties have been extensively studied by researchers. At the beginning and at the end of the course the participants were given the conceptual multiple-choice test Force Concept Inventory (FCI). The pre-/post-instruction FCI data were presented as a practical example of the use of a research-based test widely used in educational research and in formative assessment processes designed to improve instruction.  相似文献   

Performance management and diversity in higher education: an introduction     

Melo  Ana I.  Figueiredo  Hugo 《Tertiary Education and Management》2020,26(3):247-254

Tertiary Education and Management -  相似文献   

Inclusion through Folk High School courses for senior citizens     

Joel Hedegaard  Martin Hugo 《Educational gerontology》2020,46(2):84-94

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The research agenda setting of higher education researchers     

João M. Santos  Hugo Horta 《Higher Education》2018,76(4):649-668

Research agenda setting is a critical dimension in the creation of knowledge since it represents the starting point of a process that embeds individual researchers’ (and the communities that they identify themselves with) interest for shedding light on topical unknowns, intrinsic and extrinsic factors underpinning that motivation, and the ambition and scope of what a research endeavor can bring. This article aims to better understand the setting of individual research agendas in the field of higher education. It does so by means of a recently developed framework on research agenda setting that uses cluster analysis and linear modeling. The findings identify two main clusters defining individual research agenda setting—cohesive and trailblazing—each with a different set of determining characteristics. Further analysis by cross-validation through means of sub-sampling shows that these clusters are consistent for both new and established researchers, and for frequent and “part-time” contributors to the field of higher education. Implications for the field of higher education research are discussed, including the relevance that each research agendas cluster has for the advancement of knowledge in the field.  相似文献