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Proposing conditions for assessment efficacy in physical education


Hay, P and Penney, D, Proposing conditions for assessment efficacy in physical education, European Physical Education Review, 15, (3) pp. 389-405. ISSN 1356-336X (2009) [Refereed Article]

DOI: doi:10.1177/1356336X09364294


In arguing for more comprehensive practice, policy and research considerations of assessment in physical education (PE), this paper outlines and discusses four integrated conditions of assessment efficacy for the development and promotion of productive assessment in PE. These conditions are prefaced by the proposition that quality PE requires the concerted and considered alignment of curriculum, pedagogy and assessment and the inclusion of a primary focus on assessment for learning; authentic, integrated assessment; assurance of construct validity; and socially just approaches to assessment. The conditions themselves are not new, however their integration has been a notable omission from PE literature in the past. Implicit in these conditions is a call for a broadening of the curriculum content of PE and an employment of physical activity as site for learning in multiple domains in addition to its recognition as a learning focus. © 2009 North West Counties Physical Education Association and SAGE Publications.

Item Details

Item Type:Refereed Article
Keywords:Proposing conditions for assessment efficiency in physical education
Research Division:Education
Research Group:Specialist studies in education
Research Field:Education assessment and evaluation
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Penney, D (Professor Dawn Penney)
ID Code:65006
Year Published:2009
Web of Science® Times Cited:61
Deposited By:Education
Deposited On:2010-09-24
Last Modified:2011-05-25

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