Original intentions and unintended consequences: the ‘contentious’ role of assessment in the development of Leaving Certificate Physical Education in Ireland

Conceptualising examinable physical education in the Irish context: Leaving Certificate Physical Education

“…This was particularly obvious in the conversations around assessment (please see Scanlon, MacPhail & Calderon, 2019). Alluding to the concept of habitus, the PEDG members' agency to engage tends to be influenced by their deeply ingrained predispositions (Camic, 1986;Mordal-Moen & Green, 2014).…”

“…Throughout the PEDG deliberations, the teachers were not demanding or advocating for anything different from the strong, well established members but they felt that the conversations were dominated by this strong, well established voice. This power struggle between 'teacher voice' and 'strong, well established voice' was most evident in the conversations around assessment (please see Scanlon, MacPhail & Calderon, 2019). While teachers are considered to have an essential role to play in the curriculum development process (Ben-Peretz, 1980), it is well noted that they encounter problems in the process related to 'the knowledge and skills needed to enact collaborative design process' (Huizinga, Handelzalts, Nieveen & Voogt, 2014, p.33).…”

School Physical Education and Teacher Education

“…Professional organisations also have an important role to play in this new teacher socialization initiative because they are in a position to represent the voice of the profession. In some contexts, professional organisations are involved in the development of accreditation policies that guide the content of teacher education (Scanlon et al 2019). These organisations can serve as advocates for change to government policies that restrict who can enter teacher education programmes and what they need to become certified teachers.…”

“…In many countries, education policy changes at the national level are slow to take shape and play out in fluid, densely packed spaces that are difficult to navigate (Scanlon et al 2019).…”

Insights from senior-secondary physical education students on teacher-related factors they perceive to influence academic achievement

“…High teacher expectations have been associated with effective teaching, with much of the research focussed on teachers having high expectations for their students to improve learning outcomes (Stronge, Ward, & Grant, 2011;Wentzel, 1997). In the context of senior-secondary physical education there has been much discourse surrounding authentic assessment practices (Penney, Brooker, Hay, & Gillespie, 2009;Penney, Jones, Newhouse, & Cambell, 2012;Thorburn and Collins, 2006a), curriculum design (Brown and Penney, 2013;Scanlon, MacPhail, & Calderón, 2018;Thorburn, 2007;Thorburn and Collins, 2006b) and pedagogical approaches (Bowes, 2010;Bowes and Bruce, 2011;Penney, et al, 2009). Teacher-related factors that influence student academic achievement may include teacher enactment of curriculum, pedagogical choices and assessment strategies.…”