Original Intentions and Unintended Consequences: The 'Contentious' Role of Assessment in the Development of Leaving Certificate Physical Education in Ireland

Autor/inn/en	Scanlon, Dylan; MacPhail, Ann; Calderón, Antonio
Titel	Original Intentions and Unintended Consequences: The 'Contentious' Role of Assessment in the Development of Leaving Certificate Physical Education in Ireland
Quelle	In: Curriculum Studies in Health and Physical Education, 10 (2019) 1, S.71-90 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scanlon, Dylan) ORCID (MacPhail, Ann) ORCID (Calderón, Antonio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2574-2981
DOI	10.1080/25742981.2018.1552500
Schlagwörter	Foreign Countries; Physical Education; Curriculum Development; Physical Education Teachers; Elementary Education; Pedagogical Content Knowledge; Educational Assessment; Physical Activities; Game Theory; Power Structure; Group Dynamics; Ireland + Suchen Sie Ihr Suchwort? Ausland; Körpererziehung; Sportunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Elementarunterricht; Pädagogische Kompetenz; Education; assessment; Bewertungssystem; Spieltheorie; Gruppendynamik; Irland
Abstract	Ireland is set to introduce an examinable physical education curriculum (Leaving Certificate Physical Education (LCPE)) in the final two years of post-primary school. A Physical Education Development Group (PEDG) were tasked with the responsibility of constructing the LCPE specification. This paper explores the LCPE curriculum development process by drawing on Elias's [(1978). "What is sociology?" New York: Columbia University Press] 'game models' framework to provide a theoretically informed analysis of the operations of the PEDG. Interviews were conducted with 10 PEDG members. The results revolved around curriculum content knowledge, assessment weightings, and debating the responsibility for assessing students' work. The game models framework allowed us to understand the power-struggles in the PEDG and how they worked to arrive at a consensus about curriculum content and assessment. The outcome was one that no 'player' could have anticipated, and Elias's game models framework shed light on how a curriculum with original intentions became a curriculum made up of unintended consequences. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01