- Subject index
What is the condition of the field of Physical Education? How is it adapted to the rise of kinesiology, sport and exercise science and human movement studies over the last thirty years? This Handbook provides an authoritative critical overview of the field and identifies future challenges and directions. The Handbook is divided in to six sections: Perspectives and Paradigms in Physical Education Research; Cross-disciplinary Contributions to Research Philosophy; Learning in Physical Education; Teaching Styles and Inclusive Pedagogies; Physical Education Curriculum; and Difference and Diversity in Physical Education.
Chapter 18: Assessment for Learning in Physical Education
Assessment for Learning in Physical Education
Many educationalists, both general (for example, Black and Wiliam, 1998a; Gipps, 1994, 1996; Shepard, 2000) and specific to physical education (for example, Melograno, 1994; Smith, 1997; Veal, 1992a, 1995) acknowledge the significance of assessment in curriculum and pedagogy. Great diversity, however, is evident in the understanding of its definition and purpose in physical education reflecting, to a large extent, the absence of consensus on the constitution and purpose of physical education (Naul, 2003). Irrespective of such divergent perceptions and perspectives, assessment is increasingly becoming an important point of practice, research and philosophical focus within education discussion, the depth and extent of which is not as readily apparent within the physical education academic community. Throughout ...