Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers’ experiences while designing and implementing formative strategies. However, knowledge on this topic is limited, especially within PE. Therefore, this study examined the experiences of 15 PE teachers who participated in an 18-month professional development programme. Teachers designed and implemented various formative activities within their PE lessons, while experiences were investigated through logbook entries and focus groups. Findings indicated various positive experiences, such as increased transparency in learning outcomes and success criteria for students as well as increased student involvement, but also revealed complexities, such as shifting teacher roles and insufficient feedback literacy among students. Overall, the findings of this study underscore the importance of a sustained, collaborative, and supported approach to implementing FA.
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In the wake of neo-liberal informed global trends to set performance standards and intensify accountability, the Dutch government aimed for ‘raising standards for basic skills’. While the implementation of literacy standards was hardly noticed, the introduction of numeracy standards caused a major backlash in secondary schools, which ended in a failed introduction of a high stakes test. How can these major differences be explained? Inspired by Foucault’s governmentality concept a theoretical framework is developed to allow for detailed empirical research on steering processes in complex systems in which many actors are involved in educational decision-making. A mixed-methods multiple embedded case-study was conducted comprising nine school boards and fifteen secondary schools. Analyses unveil processes of responsibilisation, normalisation and emerging dividing practices. Literacy standards reinforced responsibilities of Dutch language teachers; for numeracy, school leadership created entirely new roles and responsibilities for teachers. Literacy standards were incorporated in an already used instrument which made implementation both subtle and inevitable. For numeracy, schools distinguished students by risk of not passing the new test affirming the disciplinary nature of schools in the process. While little changed to address teachers main concerns about students’ literacy skills, the failed introduction of the numeracy test usurped most resources.
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Why a position statement on Assessment in Physical Education? The purpose of this AIESEP Position Statement on Assessment in Physical Education (PE) is fourfold: • To advocate internationally for the importance of assessment practices as central to providing meaningful, relevant and worthwhile physical education; • To advise the field of PE about assessment-related concepts informed by research and contemporary practice; • To identify pressing research questions and avenues for new research in the area of PE assessment; • To provide a supporting rationale for colleagues who wish to apply for research funds to address questions about PE assessment or who have opportunities to work with or influence policy makers. The main target groups for this position statement are PE teachers, PE pre-service teachers, PE curriculum officers, PE teacher educators, PE researchers, PE administrators and PE policy makers. How was this position statement created? The AIESEP specialist seminar ‘Future Directions in PE Assessment’ was held from October 18-20 2018, at Fontys University of Applied Sciences in Eindhoven, the Netherlands. The seminar aimed to bring together leading scholars in the field to present and discuss ‘evidence-informed’ views on various topics around PE assessment. It brought together 71 experts from 20 countries (see appendix 2) to share research on PE assessment via keynote lectures and research presentations and to discuss assessment-related issues in interactive sessions. Input from this meeting informed a first draft version of the statement. This first draft was sent to all participants of the specialist seminar for feedback, from which a second draft was created. This draft was presented at the AIESEP International Conference 2019 in Garden City, New York, after which further feedback was collected from participants both on site and through an online survey. The main contributors to the writing of the position statement are mentioned in appendix 1. Approval was granted by the AIESEP Board on May 7th, 2020. Largely in keeping with the main themes of the AIESEP specialist seminar ‘Future Directions in PE Assessment’, this Position Statement is divided into the following sections: Assessment Literacy; Accountability & Policy; Instructional Alignment; Assessment for Learning; Physical Education Teacher Education (PETE) and Continuing Professional Development; Digital Technology in PE Assessment. These sections are preceded by a brief overview of research data on PE. The statement concludes with directions for future research.
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