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

Hun Ping Rebecca CHEUNG

Research output: Contribution to journalArticle

Abstract

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. Copyright © 2010 The Hong Kong Institute of Education.
Original languageEnglish
Pages (from-to)71-78
JournalHong Kong Journal of Early Childhood
Volume9
Issue number1
Publication statusPublished - Jun 2010

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physical education
curriculum
Teaching
learning
teacher
curriculum planning
kindergarten
childhood
educator
instruction
ability
evidence

Citation

Cheung, H. P. R. (2010). The use of curriculum-based assessment to improve learning and teaching in preschool physical education: A case study. Hong Kong Journal of Early Childhood, 9(1), 71-78.