Assessing with new eyes? Assessment for learning in Norwegian physical education

Leirhaug, Petter Erik; Annerstedt, Claes

doi:10.1080/17408989.2015.1095871

Cited by 53 publications

(66 citation statements)

References 32 publications

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“…AfL appears to be a viable solution to these accountability problems. There is some consensus on the potential benefits of the pedagogical approach (see for example Hay and Penney 2013;Leirhaug and Annerstedt 2015;Leirhaug and MacPhail 2015;MacPhail and Halbert 2010;Ní Chróinín and Cosgrave 2013;Penney et al 2009). However, even though many PE teachers in the Western world have started to use AfL, there is still a lack of critical engagement in its possible consequences (Leirhaug and MacPhail 2015;Leirhaug, MacPhail, and Annerstedt 2016).…”

Section: Previous Researchmentioning

confidence: 99%

Different versions of assessmentforlearning in the subject of physical education

Tolgfors

2018

Physical Education and Sport Pedagogy

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Section: Previous Researchmentioning

confidence: 99%

Different versions of assessmentforlearning in the subject of physical education

Tolgfors

2018

Physical Education and Sport Pedagogy

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“…Thus, for a quality PE, the national programme assumes that students must know what is expected from them, what are the learning objectives that are established for them, and what is their distance to such objectives. These principles are in line with the idea of assessment for learning (Leirhaug and Annerstedt 2016). As for other similar standard-based curricula (MacPhail 2015), the Portuguese national PE programme seems sufficiently flexible for allowing schools and teacher to take into consideration the specific schools' and students' characteristics.…”

Section: The Portuguese Pe Programme and Its Summative Assessment Normsmentioning

confidence: 57%

Grading in Portuguese secondary school physical education: assessment parameters, gender differences and associations with academic achievement

Marmeleira

Folgado

Martínez-Guardado

et al. 2019

Physical Education and Sport Pedagogy

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Background: Assessment is crucial for the quality of teaching and learning in physical education (PE). Currently little is known about the students' level of achievement in PE and about the parameters used for calculating the PE grades. Although there is evidence that boys are more active outside school than girls and participate more in organized sports, few studies have examined possible differences between genders in PE achievement. Furthermore, despite the current interest in the relationship between motor competencies and cognitive functioning, limited research has examined if PE grades are associated with academic achievement. Purpose: Considering the lack of information on the current level of students' success in PE, the main aim of this study is to examine the PE grades of Portuguese students in secondary school. Specifically, this study analysis the level of students' achievement in PE, the relation of PE grades with other school subjects' grades, compares the PE grades between boys and girls, and presents the PE summative assessment parameters used in schools. Method: Participants were 1936 students (57% girls) from the 10th, 11th and 12th grades (16.8 ± 1.3 years old) attending eleven Portuguese secondary schools. Information was gathered on their grades in PE and in the other school subjects at the end of the school year. Information on the specific assessment parameters used in each school was also collected. Results: The average grades in PE were 14.9 ± 2.3 points (20-point scale). Only ∼1% of students with a final PE grade had a negative performance (<10 points). PE grades were relatively higher than in most of the other school-subjects and for most students (68.7%) the PE classification raised their overall average grade. The level of correlation between grades in PE and in other school subjects was statistically significant (r's = .13 to .29, p < .05) although lower than that between grades in the other school subjects (r's = .44 to .84, p < .01). There were significant differences between girls' and boys' grades in PE (14.3 ± 2.3 and 15.9 ± 2.1 points, respectively). The school assessment parameters prioritize physical performance over participation and attitude.

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“…A central aspect of PE that did not change with the Interest-based PE programme is that PE was delivered and assessed according to the Norwegian PE curriculum and the therein described competence aims (Utdanningsdirektoratet, 2015). However, assessment is described as a troublesome issue in PE (Leirhaug & Annerstedt, 2016;López-Pastor, Kirk, Lorente-Catalán, MacPhail, & Macdonald, 2013;Redelius & Hay, 2012;Svennberg, Meckbach, & Redelius, 2018) and a challenge to students' experiences of autonomy, competence, and relatedness in the subject (Krijgsman et al, 2017;Slingerland et al, 2016). Previous research found that students consider "having the right body and sporting ability" (Redelius & Hay, 2012, p. 218) to be a key factor in receiving high grades in PE.…”

Section: Sports Discourse and Assessment In Pementioning

confidence: 99%

Development of basic psychological need satisfaction in physical education

Erdvik

Haugen

Ivarsson

et al. 2019

JASED

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Research shows that sports-active students experience more basic need satisfaction (autonomy, competence, relatedness) in physical education (PE) than their non-sports-active peers, and thus, reap most of the benefits of PE. This study aimed to investigate the role of a two-year PE programme, referred to as Interest-based PE, in contributing to students’ basic need satisfaction in PE, and in particular, to assess potential basic needs-benefits among students who were not involved in leisure-time sport. Among 693 students, 348 were offered a choice of two different PE approaches (“explorative” vs. “sports” approach) for the next two years, while the remaining students continued to receive traditional PE. Girls, non-sports-active students, and students who experienced less need satisfaction in PE at baseline were more likely to choose the explorative approach, thereby signifying a wish for a less sports-centred PE. However, no significant differences in autonomy, competence, and relatedness need satisfaction were identified between Interest-based PE groups and their respective control groups over the course of the programme. Sports active students experienced more gains in relatedness need satisfaction than non-sports active students over the course of the programme, suggesting that challenges in promoting equal opportunities for learning in PE may require more than “Interest-based PE”.

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Assessing with new eyes? Assessment for learning in Norwegian physical education

Cited by 53 publications

References 32 publications

Different versions of assessmentforlearning in the subject of physical education

Different versions of assessmentforlearning in the subject of physical education

Grading in Portuguese secondary school physical education: assessment parameters, gender differences and associations with academic achievement

Development of basic psychological need satisfaction in physical education

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