Embedding assessment in learning experiences: enacting the principles of instructional alignment in physical education teacher education

ABSTRACT

Appreciating that a significant amount of assessment-related literature has focused on the ‘what’ of assessment (i.e. what to assess), ‘the systematic use of assessment to improve learning remains the exception rather than the rule’ [Wiliam, D. (2018). Assessment for learning: Meeting the challenge of implementation. Assessment in Education: Principles, Policy & Practice, 25(6), 682–685]. This paper focuses on interrogating ‘why’ and ‘how’ assessment can be effectively embedded in the delivery of learning experiences. That is, assessment as a means to engage students in the learning process rather than as an add-on to the learning experience. Instructional (and constructivist) alignment provides a context to embedding assessment before introducing specific developments in physical education teacher education (PETE) that allow us to share implementation of assessment considerations, planning for embedded assessment and embedding assessment as a component of a PETE programme. Worked examples of embedding assessment are provided to convey what embedded assessment involves and looks like. Lessons learned from advocating for the practice of embedding assessment are shared.

KEYWORDS:

• Physical education teacher education
• assessment
• embedded assessment
• instructional alignment
• physical education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Dylan Scanlon

Dr. Dylan Scanlon is a postdoctoral researcher in the Teaching Enhancement Unit at Dublin City University. Dylan's research interests include (physical education) curriculum and assessment, physical education teacher education, curriculum policy, social justice, and figurational sociology.

Ann MacPhail

Professor Ann MacPhail is the Assistant Dean Research in the Faculty of Education and Health Sciences and a member of the Department of Physical Education and Sport Sciences. Ann's research interests revolve around (physical education) teacher education, curriculum development in physical education, teaching, learning and assessment issues, methodological issues in working with young people, and ethnography.

Claire Walsh

Claire Walsh is a PhD Researcher in the Department of Physical Education and Sport Sciences at the University of Limerick. Claire's research interests include (physical education) teacher education, professional development, curriculum change, and wellbeing.

Deborah Tannehill

Dr. Deborah Tannehill is an Emeritus Senior Lecturer in the Department of Physical Education and Sport Sciences at the University of Limerick. Deborah's research interests are teaching and teacher education in physical education, continuing professional development, communities of practice, curricular initiatives, and instructional alignment.