Assessment literacy in primary physical education.

Autor/inn/en	Dinan Thompson, Maree; Penney, Dawn
Titel	Assessment literacy in primary physical education. Gefälligkeitsübersetzung: Bewertungskompetenzen im Sportunterricht an Grundschulen.
Quelle	In: European physical education review, 21 (2015) 4, S. 485-503Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X15584087
Schlagwörter	Kompetenz; Grundschule; Lehrerverhalten; Fachwissen; Leistungsbeurteilung; Lernprozess; Sportpädagogik; Sportunterricht; Standardisierung; Australien
Abstract	Internationally, assessment is acknowledged as a critical aspect of pedagogical practice and accountability systems, and as having a fundamental bearing upon what knowledge and ways of articulating knowledge come to be valued in schools. Teachers' assessment literacy is arguably fundamental to their ability to successfully engage with multiple expectations of assessment and to facilitate assessment as a process that continually supports learning. Informed by Hay and Penney's ((2013) Assessment in Physical Education: A Sociocultural Perspective. London: Routledge) assessment literacy framework, a qualitative case study investigation was undertaken with 18 primary physical education teachers in a regional area in Australia to gain insight into their assessment practices. The study utilised informal interviews, survey and document analysis. Primary physical education teachers were shown to be engaging with the comprehension, application, interpretation and critical engagement elements of the assessment literacy framework, albeit with limitations. Assessment practices appear to be embedded in teaching practices but were, in the main, superficial. Data analysis highlighted gaps in knowledge about assessment, a focus on accountability and performance, and a lack of moderation and student engagement in assessment. This study directs attention to the tensions, uncertainties and complexities associated with developing assessment of physical education and the challenges associated with extending quality and efficacy in assessment practices. Verf.-Referat.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2016/2