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'It's the other assessment that is the key': three Norwegian physical education teachers' engagement (or not) with assessment for learning

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dc.contributor.author Leirhaug, Petter R
dc.contributor.author MacPhail, Ann
dc.date.accessioned 2017-05-19T13:54:07Z
dc.date.available 2017-05-19T13:54:07Z
dc.date.issued 2015
dc.identifier.uri http://hdl.handle.net/10344/5807
dc.description peer-reviewed en_US
dc.description.abstract The international agenda for assessment continues to convey a growing interest in assessment for learning (AfL) as a tool to support learning and enhance teaching. Complementing this, the recent literature on assessment in physical education acknowledges the need for physical educators to integrate AfL into their teaching and assessment practice as an important part of the future development of the subject. Appreciating that physical education must be recognized as part of the larger movement culture in society and is a place to learn about movement culture, this study explores how AfL is understood and enacted by physical education teachers and the extent to which such enactment complements or challenges learning movement cultures within physical education. This study shares how three Norwegian physical education teachers used AfL to term what they were practicing with respect to assessment in physical education. We follow the interactions of the selected teachers throughout focus groups, using the empirical data as our 'dialogue partner' in reconstructing and discussing their assessment stories. We conclude that the need of embedding AfL in learning theory may well be one of the strongest challenges to enacting AfL in physical education. We acknowledge that not only are most existing theories of learning defined cognitively, but also that learning connected to physical education and activity is, to a large extent, practical and embodied, and also linked to the powerful discourses of sport and related areas such as health. en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis en_US
dc.relation.ispartofseries Sport Education and Society;20 (5), pp. 624-640
dc.relation.uri http://dx.doi.org/10.1080/13573322.2014.975113
dc.subject physical education en_US
dc.subject formative assessment en_US
dc.subject Norway en_US
dc.subject teacher stories en_US
dc.subject assessment for learning en_US
dc.subject sport en_US
dc.title 'It's the other assessment that is the key': three Norwegian physical education teachers' engagement (or not) with assessment for learning en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2017-05-19T13:51:06Z
dc.description.version PUBLISHED
dc.identifier.doi 10.1080/13573322.2014.975113
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 1588824
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle Sport Education And Society
dc.description.status peer-reviewed


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