The use of curriculum-based assessment to improve learning and teaching in preschool physical education: A case study

This paper describes a kindergarten applied curriculum-based assessment to integrate curriculum, teaching and assessment for improving the physical education programmes. A four-step process model was employed to provide continuous supports for teacher professional development. The effectiveness of the model was examined for evidence of whether the model helped teacher acquisition of knowledge and skills to apply curriculum-based assessment and strengthened their ability to use assessment to inform curriculum planning and instruction. The results indicated that improvement of teachers’ understandings of assessment practices and gross motor skill development was the result from curriculum-based assessment. Tailored-made workshops and ongoing professional support were highly valued by the teachers. Findings of the study may provide early childhood educators with useful information and examples of strategies that are useful for teacher development.
本文描述在香港一間幼稚園運用「課程本位評估模式」整合課程、教學和評估，從而改進學校的體育課程。透過一個四個步驟的循環模式，給予教師持續的支持和專業發展。循環模式的有效性從探究其對教師專業知識和技能的獲得和整合課程、教學和評估的能力來驗證。結果顯示「課程本位評估模式」能幫助教師了解評估的方法和動作的發展。因應教師需要而編排的工作坊和和持續的支持受到教師高度的評價。研究的結果可提供幼兒教育工作者有關策劃教師發展的方法及策略。 Copyright © 2010 The Hong Kong Institute of Education.