Challenges with using formative and authentic assessment in physical education teaching from experienced teachers’ perspectives

References

• AIESEP. (2020). Position Statement on Physical Education Assessment. Retrieved from: https://aiesep.org/scientific-meetings/position-statements/.
   Google Scholar
• Barba, J. J., & López-Pastor, V. M. (2006). Aprender a correr con autonomía. Unidades didácticas en primaria y secundaria (learning how to run autonousmoly. Didactic units in Primary and Secondary school). Buenos Aires: Miño y Dávila.
   Google Scholar
• Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
   Google Scholar
• Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment Evaluation and Accountability, 21(1), 5–31.
   Web of Science ®Google Scholar
• Borghouts, L., Slingerland, M., & Haerens, L. (2017). Assessment quality and practices in secondary PE in the Netherlands. Physical Education and Sport Pedagogy, 22(5), 473–489. http://doi.org/10.1080/17408989.2016.1241226
   Web of Science ®Google Scholar
• Casbon, C., & Spackman, L. S. (2005). Assessment for learning in Physical Education. Leeds: BAALPE.
   Google Scholar
• Charmaz, K. (2006). Constructing grounded theory. London: Sage.
   Google Scholar
• Chng, L., & Lund, J. (2018). Assessment for learning in Physical Education: The what, why and how. Journal of Physical Education, Recreation and Dance, 89(8), 29–34.
   Web of Science ®Google Scholar
• Desrosiers, P., Godbout, P., & Genet-Volet, I. (1997). Teachers’ assessment practices viewed through the instruments used in Physical Education classes. Journal of Teaching in Physical Education, 16(2), 211–228.
   Web of Science ®Google Scholar
• Dinan-Thompson, M., & Penney, D. (2015). Assessment literacy in primary physical education. European Physical Education Review, 21(4), 485–503.
   Web of Science ®Google Scholar
• Godbout, P. (2001). Reflection on Innovation and Renovation: Authentic Assessment and Subject Matter Expertise in Physical Education. AIESEP Congress, Madeira. http://aiesep.org/wp-content/uploads/2014/11/Paul-Godbout.pdf.
   Google Scholar
• Hay, P. (2006). Assessment for learning in physical education. In D. Kirk, D. Macdonald, & M. O’Sullivan (Eds.), The handbook of physical education (pp. 312–325). London: Sage.
   Google Scholar
• Hay, P., & Penney, D. (2009). Proposing conditions for assessment efficacy in Physical Education. European Physical Education Review, 15(3), 389–405.
   Web of Science ®Google Scholar
• Herranz, M., & López-Pastor, V. M. (2014b). ¿Es viable llevar a cabo procesos de autoevaluación y evaluación compartida en Educación Física en la etapa de Educación Primaria? Un estudio de caso longitudinal (Is it feasible to carry Out self-assessment and shared assessment in Physical Education in Primary Education? a longitudinal case study). Revista de Educación Física, Renovar la Teoría y la Práctica, 133(30-1), 11–18.
   Google Scholar
• Kvale, S. (2007). Doing interviews. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Kok, M., Komen, A., Van Capelleveen, L., & Van der Kamp, J. (2020). The effects of self-controlled video feedback on motor learning and self-efficacy in a Physical Education setting: An exploratory study on the shot-put. Physical Education and Sport Pedagogy, 25(1), 49–66. http://doi.org/10.1080/17408989.2019.1688773.
   Web of Science ®Google Scholar
• Leirhaug, P. E., & Annerstedt, C. (2016). Assessing with new eyes? Assessment for learning in Norwegian physical education. Physical Education and Sport Pedagogy, 21(6), 616–631.
   Web of Science ®Google Scholar
• Leirhaug, P. E., & MacPhail, A. (2015). It's the other assessment that is the key: Three Norwegian physical education teachers’ engagement (or not) with assessment for learning. Sport, Education and Society, 20(5), 624–640.
   Web of Science ®Google Scholar
• López-Pastor, V. M. (2006). La evaluación en Educación Física: Revisión de los modelos tradicionales y planteamiento de una alternativa: La evaluación formativa y compartida. (assessment in Physical Education: Rewiew of traditional aproach and an alternative: Formative and shared assessment. Buenos Aires: Miño y Dávila.
   Google Scholar
• López-Pastor, V. M., Kirk, D., Lorente-Catalán, E., Mc Phail, A., & Mc Dounald, D. (2013). Alternative assessment in Physical Education: A review of international literature. Sport, Education & Society, 18(1), 57–76. http://doi.org/10.1080/13573322.2012.713860.
   Web of Science ®Google Scholar
• Lorente-Catalán, E., & Kirk, D. (2014). Making the case for democratic assessment practices within a critical pedagogy of physical education teacher education. European Physical Education Review, 20(1), 104–119.
   Web of Science ®Google Scholar
• Lorente-Catalán, E., & Kirk, D. (2016). Student teachers’ understanding and application of assessment for learning during a physical education teacher education course. European Physical Education Review, 22(1), 65–81.
   Web of Science ®Google Scholar
• MacPhail, A., & Halbert, J. (2010). We had to do intelligent thinking during recent PE: Students’ and teachers’ experiences of assessment for learning in post-primary physical education. Assessment in Education: Principles, Policy & Practice, 17(1), 23–39.
   Google Scholar
• MacPhail, A., & Murphy, F. (2017). Too much freedom and autonomy in the enactment of assessment? Assessment in physical education in Ireland. Irish Educational Studies, 36(2), 237–252. https://doi.org/10.1080/03323315.2017.1327365.
   Web of Science ®Google Scholar
• Mintah, J. K. (2003). Authentic assessment in Physical Education: Prevalence of Use and perceived impact on students’ self-concept, motivation, and skill achievement. Measurement in Physical Education and Exercise Science, 7(3), 161–174.
   Google Scholar
• Ní Chróinín, D., & Cosgrave, C. (2013). Implementing formative assessment in primary physical education: Teacher perspectives and experiences. Physical Education and Sport Pedagogy, 18(2), 219–233. http://doi.org/10.1080/17408989.2012.666787.
   Web of Science ®Google Scholar
• Nyberg, G., & Larsson, H. (2014). Exploring ‘what’to learn in physical education. Physical Education and Sport Pedagogy, 19(2), 123–135.
   Web of Science ®Google Scholar
• Penney, D., Broker, R., Hay, P., & Gillespie, L. (2009). Curriculum, pedagogy and assessment: Three message systems of schooling and dimensions of quality physical education. Sport, Education and Society, 14(4), 421–442.
   Web of Science ®Google Scholar
• Redelius, K., & Hay, P. (2009). Defining, acquiring and transacting cultural capital through assessment in physical education. European Physical Education Review, 15(3), 275–294.
   Web of Science ®Google Scholar
• Richard, J. F., & Godbout, P. (2000). Formative assessment as an integral part of the teaching-learning process. Physical and Health Education Journal, 66(3), 4–9.
   Google Scholar
• Scanlon, D., MacPhail, A., Walsh, C., & Tannehill, D. (2022). Embedding assessment in learning experiences: Enacting the principles of instructional alignment in physical education teacher education. Curriculum Studies in Health and Physical Education, 1–18. https://doi.org/10.1080/25742981.2022.2039074.
   Google Scholar
• Slingerland, M., Borghouts, L., Jans, L., Weeldenburg G., van Dokkum G., Vos S., & Haerens L. (2017). Development and optimisation of an in-service teacher training programme on motivational assessment in physical education. European Physical Education Review, 23(1), 91–109.
   Web of Science ®Google Scholar
• Stake, R. (2010). Qualitative research: Studying how things work. Amsterdam: The Guildford Press.
   Google Scholar
• Svennberg, L., Meckbach, J., & Redelius, K. (2014). Exploring PE teachers’ ‘Gut feelings’: An attempt to verbalise and discuss teachers’ internalised grading criteria. European Physical Education Review, 20(2), 199–214.
   Web of Science ®Google Scholar
• Tolgfors, B., & Ohman, M. (2016). The implications of assessment for learning in Physical Education and health. European Physical Education Review, 22(2), 150–166.
   Web of Science ®Google Scholar
• Van der Mars, H., Timken, G., & McNamee, J. (2018). Systematic observation of formal assessment of students by teachers (SOFAST). Physical Educator, 75(3), 341–373.
   Google Scholar