La Educación Física como componente curricular evaluado en exámenes estandarizados nacionales en América y Europa
Physical Education as a Curricular Component Assessed in National Standardized Exams in America and Europe
dc.creator | Santos, Pablo Mattos | es |
dc.creator | Stieg, Ronildo | es |
dc.creator | Barcelos, Marciel | es |
dc.creator | Ferreira Neto, Amarílio | es |
dc.creator | Santos, Wagner dos | es |
dc.date | 2023-12-12 | |
dc.date.accessioned | 2024-04-19T17:06:14Z | |
dc.date.available | 2024-04-19T17:06:14Z | |
dc.identifier | https://www.calidadenlaeducacion.cl/index.php/rce/article/view/1318 | |
dc.identifier | 10.31619/caledu.n59.1318 | |
dc.identifier.uri | https://revistaschilenas.uchile.cl/handle/2250/241970 | |
dc.description | The prevalence of large-scale examinations in educational systems worldwide, from primary to higher education, has prompted increased attention in the academic discourse assessments. This article addresses the imperative to delve deeper into discussions surrounding these evaluations, focusing on national standardized exams designed for secondary education students in American and European countries. Employing a qualitative approach, this study takes the form of documentary and exploratory research, analyzing official documents of 10 exams applied in 21 countries. The results reveal three key aspects: a) the establishment of exam culture for over two centuries, originating in European countries; b) the progressive inclusion of Physical Education as an evaluated curricular component, though belatedly; c) similarities in the understanding of the subject area and the evaluated contents, with a predominant emphasis on sports. The study concludes that the majority of these exams aim to provide professional qualification and certification for further education. Moreover, there are initiatives aimed at elevating the significance of curricular components such as Physical Education in national evaluation policies. This raises questions regarding the underlying intentions of these exams in specific contexts, particularly within the diverse group of countries across the American and European continents. | es |
dc.description | The prevalence of large-scale examinations in educational systems worldwide, from primary to higher education, has prompted increased attention in the academic discourse assessments. This article addresses the imperative to delve deeper into discussions surrounding these evaluations, focusing on national standardized exams designed for secondary education students in American and European countries. Employing a qualitative approach, this study takes the form of documentary and exploratory research, analyzing official documents of 10 exams applied in 21 countries. The results reveal three key aspects: a) the establishment of exam culture for over two centuries, originating in European countries; b) the progressive inclusion of Physical Education as an evaluated curricular component, though belatedly; c) similarities in the understanding of the subject area and the evaluated contents, with a predominant emphasis on sports. The study concludes that the majority of these exams aim to provide professional qualification and certification for further education. Moreover, there are initiatives aimed at elevating the significance of curricular components such as Physical Education in national evaluation policies. This raises questions regarding the underlying intentions of these exams in specific contexts, particularly within the diverse group of countries across the American and European continents. | en |
dc.format | application/pdf | |
dc.language | spa | |
dc.publisher | Consejo Nacional de Educación | es |
dc.relation | https://www.calidadenlaeducacion.cl/index.php/rce/article/view/1318/803 | |
dc.rights | Derechos de autor 2023 Calidad en la Educación | es |
dc.rights | http://creativecommons.org/licenses/by/4.0 | es |
dc.source | Calidad en la Educación; No. 59 (2023): Revista Calidad en la Educación | en |
dc.source | Calidad en la Educación; ##issue.no## 59 (2023): Revista Calidad en la Educación | es-AR |
dc.source | Calidad en la Educación; Núm. 59 (2023): Revista Calidad en la Educación | es |
dc.source | 0718-4565 | |
dc.source | 0717-4004 | |
dc.subject | Exámenes estandarizados | es |
dc.subject | Escuela secundaria | es |
dc.subject | Educación Física | es |
dc.subject | América | es |
dc.subject | Europa. | es |
dc.subject | Standardized Exams | en |
dc.subject | High School | en |
dc.subject | Physical Education | en |
dc.subject | America | en |
dc.subject | Europe | en |
dc.title | La Educación Física como componente curricular evaluado en exámenes estandarizados nacionales en América y Europa | es |
dc.title | Physical Education as a Curricular Component Assessed in National Standardized Exams in America and Europe | en |
dc.type | info:eu-repo/semantics/article | |
dc.type | info:eu-repo/semantics/publishedVersion |
This item appears in the following Collection(s)
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Calidad en la Educación
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