EXPLORING ASSESSMENT FOR LEARNING WITHIN SECONDARY PHYSICAL EDUCATION

Abstract

Assessment for Learning is a powerful tool used for raising pupils’ achievement within schools. Physical Education (PE) is a practical subject and unlike other subjects, do not carry out class examinations at the end of the school year. As a result PE teachers rely on Assessment for Learning (AfL) and Formative Assessment (FA) to ensure levels provided to pupils are accurate. This study sought to ascertain the perceptions of PE teachers of different age, gender and experience. The study adopted a qualitative design and an inductive content analysis. Semistructured interviews and lesson observations took place with three PE teachers to gather all findings. Three research questions addressed the different areas of FA used by the teachers, how they process these areas and the influences that could influence how these areas are delivered. The interviews highlighted three key themes: (1) the importance of Assessment for Learning to Physical Education, (2) the characteristics of delivering effective formative assessment and (3) assessing within physical education in comparison to other subjects. To conclude, studies assimilating AfL within PE has yet to be undertaken in great detail. Therefore, this research study aims to gain a deeper understanding of Assessment for Learning within PE.