Persistent Link:
http://hdl.handle.net/10150/193720
Title:
Authenticity in Physical Education
Author:
Baker, Scott Kendall
Issue Date:
2005
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This self-study focused on how a physical education teacher worked to develop and enact four authentic assessment tasks with his 7th grade physical education students. The tasks were invented using standards for authentic assessment developed by the Center for Organization and Restructuring of Schools as a guide. Authenticity is explored over the course of a school year through the invention of the tasks, the enactment of the tasks, and the reactions and memories of eight students to the tasks. The study found that students often did not demonstrate a deep understanding of the content when completing the tasks or during the interviews. While decisions were made by the teacher in order to incorporate each of the standards for authentic assessment into the tasks, those standards related to value beyond school were most difficult to satisfy. A tension was described by the teacher between the time in cognitive activities and the time in physical activities. However, students did not describe this tension.
Type:
text; Electronic Dissertation
Keywords:
authenticity; authentic instruction; authentic assessment
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Teaching & Teacher Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Doyle, Walter
Committee Chair:
Doyle, Walter

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleAuthenticity in Physical Educationen_US
dc.creatorBaker, Scott Kendallen_US
dc.contributor.authorBaker, Scott Kendallen_US
dc.date.issued2005en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis self-study focused on how a physical education teacher worked to develop and enact four authentic assessment tasks with his 7th grade physical education students. The tasks were invented using standards for authentic assessment developed by the Center for Organization and Restructuring of Schools as a guide. Authenticity is explored over the course of a school year through the invention of the tasks, the enactment of the tasks, and the reactions and memories of eight students to the tasks. The study found that students often did not demonstrate a deep understanding of the content when completing the tasks or during the interviews. While decisions were made by the teacher in order to incorporate each of the standards for authentic assessment into the tasks, those standards related to value beyond school were most difficult to satisfy. A tension was described by the teacher between the time in cognitive activities and the time in physical activities. However, students did not describe this tension.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectauthenticityen_US
dc.subjectauthentic instructionen_US
dc.subjectauthentic assessmenten_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineTeaching & Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorDoyle, Walteren_US
dc.contributor.chairDoyle, Walteren_US
dc.contributor.committeememberCarter, Kathyen_US
dc.contributor.committeememberGriffey, Daviden_US
dc.identifier.proquest1110en_US
dc.identifier.oclc137354017en_US
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