Different versions of assessment for learning in the subject of physical education

Figures & data

Figure 1. The didactic triangle (Hudson 2002, p. 49; cf. Öhman 2014, p. 37).

Table 1. The major findings of the study.

Versions of AfL	Teacher	Student	Subject content
AfL as empowerment	A coach	A self-regulating and creative subject	Individualised
AfL as physical activation	A fitness trainer/a games organiser	An active participant	Entertaining
AfL as constructive alignment	A deliverer	A customer	Quality assured
AfL as grade generation	An administrator	A grade hunter	Standardised
AfL as negotiation	A moderator	A negotiator	Negotiable

Figure 2. The triadic relation established when AfL has the function of empowerment.

Figure 3. The triadic relation established when AfL has the function of physical activation.

Figure 4. The triadic relation established when AfL has the function of constructive alignment.

Figure 5. The triadic relation established when AfL has the function of grade generation.

Figure 6. The triadic relation established when AfL has the function of negotiation.

Hudson, B. 2002. “Holding Complexity and Searching for Meaning: Teaching as Reflective Practice.” Journal of Curriculum Studies 34 (1): 43–57.

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Öhman, J. 2014. “Om didaktikens möjligheter: ett pragmatiskt perspektiv.” Utbildning och Demokrati 23 (3): 33–52. [On the possibilities of didactics: a pragmatic perspective. Education and Democracy.].

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