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ERIC Number: EJ1203057
Record Type: Journal
Publication Date: 2019
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2574-2981
Original Intentions and Unintended Consequences: The 'Contentious' Role of Assessment in the Development of Leaving Certificate Physical Education in Ireland
Scanlon, Dylan; MacPhail, Ann; Calderón, Antonio
Curriculum Studies in Health and Physical Education, v10 n1 p71-90 2019
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland