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'We had to do intelligent thinking during recent PE': students' and teachers' experiences of assessment for learning in post-primary physical education

Research Output: Contribution to journal Article Peer-review

Abstract

This study arose in response to a perceived need for additional teacher support for assessment in physical education and the limited focus in physical education pedagogy literature on the impact of Assessment for Learning (AfL), in particular the impact of formative assessment on student learning. The study involved the refinement and evaluation of a post‐primary physical education planning framework with assessment instruments for use by teachers. A number of teachers were engaged in the development of assessment and planning materials, the trialling of these in school settings and their subsequent refinement based on the feedback received from the teaching and learning setting. The study was contingent on teachers cultivating a learning culture within their class. Students’ and teachers’ experiences of AfL are reported before highlighting some of the challenges that remain in investigating formative assessment.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 23-39

Journal (Volume, Issue Number)

Assessment in Education: Principles, Policy and Practice (Volume 17, Issue 1)

Publication milestones

  • Published - 01/02/2010

Publication status

Published - 01/02/2010

ISSN

0969-594X

External Publication IDs

  • handle.net: 10547/594776
  • Scopus: 79960000130

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