Student teachers' understanding and application of assessment for learning during a physical education teacher education course

Eloisa Lorente-Catalán, David Kirk

Research output: Contribution to journalArticle

10 Citations (Scopus)
67 Downloads (Pure)

Abstract

There is widespread consensus on the need for Assessment for Learning (AfL) in both university courses and school programs. Given the prevalence of traditional practices in school physical education where assessment is basic or non-existent we might ask whether AfL is present in Physical Education Teacher Education (PETE) courses. Where it is, we may wonder whether the student teachers’ concept of AfL is consistent with the concept advocated for and developed in the literature and in policy. This paper draws on a qualitative study that was conducted on a core unit within a PETE course delivered by a university in England. Despite the fact that the students lacked a voice in framing their understanding and uses of AfL, we could say that most students appeared to have grasped the concept, not just as a theoretical framework but also in terms of applying different strategies during their practice in schools. They reported that they found this knowledge relevant and useful, they recognised the need to learn more about it, and they also had the intention to incorporate this knowledge in their future professional practice. Given these findings, we conclude this paper with a brief discussion of why traditional approaches to assessment in school physical education appear to persist.
Original languageEnglish
Pages (from-to)65-81
Number of pages17
JournalEuropean Physical Education Review
Volume22
Issue number1
Early online date17 Jun 2015
DOIs
Publication statusPublished - 1 Feb 2016

Keywords

  • assessment for learning
  • physical education
  • teacher education
  • AfL

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