'None of My Other Teachers Know My Face/Emotions/Thoughts': Digital Technology and Democratic Assessment Practices in Higher Education Physical Education

Autor/inn/en	Sargent, Julia; Lynch, Shrehan
Titel	'None of My Other Teachers Know My Face/Emotions/Thoughts': Digital Technology and Democratic Assessment Practices in Higher Education Physical Education
Quelle	In: Technology, Pedagogy and Education, 30 (2021) 5, S.693-705 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sargent, Julia) ORCID (Lynch, Shrehan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2021.1942972
Schlagwörter	Educational Technology; Technology Uses in Education; Democracy; Student Attitudes; Student Evaluation; Evaluation Methods; Physical Education; College Students; Video Technology; Personal Narratives; Affective Behavior; Emotional Response; Student Experience + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Demokratie; Schülerverhalten; Schulnote; Studentische Bewertung; Körpererziehung; Sportunterricht; Collegestudent; Erlebniserzählung; Affective disturbance; Active behaviour; Affektive Störung; Emotionales Verhalten; Studienerfahrung
Abstract	Digital technology and its use within democratic pedagogy has been an under-researched area in physical education (PE) and higher education (HE). Furthermore, we know little about how democratic assessment methods are experienced by students in HE. As such, this article explores student perceptions and experiences of democratic assessment practices through video narratives in HE PE and how these video narratives allowed students to demonstrate their learning. Using student responses from an e-questionnaire, the findings discuss how the video narratives elevate students' self-awareness, generate emotive and affective responses, elicit performative acts and provide an authentic assessment experience. In particular, the consideration of a student's environment is presented as a novel finding in comparison to previous literature. The authors discuss these findings in relation to teachers' democratic practices and video narratives as a vehicle for supporting authentic assessment experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01