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 ...
Assessment for Learning in Physical Education
Assessment for learning in physical education