Assessing the rigor and relevance of planned instruction on an authentic task in which pre-service teachers target the moving skills of the NSW PDHPEK-6 syllabus

Abstract

The investigation of an authentic assessment task is the focus of this research. The lesson plan is used in many pre-service teacher education programs. Such plans potentially enable teacher educators to better understand pre-service teachers thinking about teaching. In an effort to investigate this potential, the International Center's Rigor/Relevance Framework is adapted to the psychomotor domain. It is then applied to pre-service teachers work samples. These pre-service teachers have completed only the mandatory unit of study on the PDHPE specialist pathway currently offered at the University of New England. In order to measure the efficacy of such a pathway, instruments are being explored and trialled as potential indicators of professional readiness to plan for successful learning in PDHPE. Challenges and contributions to tertiary education are presented in reporting the outcomes of this study.