![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This article deals with the implications of assessment for learning (AfL) in upper secondary physical education and health (PEH). Inspired by the research field that emanates from the concept of governmentality, the study is concerned with how AfL guides teachers’ and students’ actions in certain directions. Based on teachers’ descriptions of how they integrate formative assessment in their teaching practice, the purpose of this article is to investigate the possible consequences of AfL for the teacher, the student and the subject content.
The findings highlight different implications of AfL when it is viewed as (i) governance through freedom, (ii) governance through control and (iii) a dialectic form of governance. These concepts constitute certain teacher and student subjects and imply specific conditions for the subject content. In their different roles, for example as coach, deliverer/administrator and moderator, teachers expect different things from their students. In the first instance, students are expected to reach the open goals by self-regulation, in terms of individual choice and personal responsibility. In the second instance, students are subjected to disciplinary normalisation through criteria compliance by means of conformative assessment. In the third instance, students are activated as learning resources for one another using physical activities followed by group reflection. The tension between freedom and control can be described as allowing students to make their own choices but ensuring that they do this in relation to a predetermined idea about what is correct.
References
Section:
|
Annerstedt, C, Larsson, S (2010) ‘I have my own picture of what the demands are…’: grading in Swedish PEH—problems of validity, comparability and fairness. European Physical Education Review 16(2): 97–115. Google Scholar | SAGE Journals | ISI | |
|
Ball, SJ (2000) Performativities and fabrications in the education economy: Towards the performative society? The Australian Educational Researcher 27(2): 1–23. Google Scholar | Crossref | |
|
Ball, SJ (2003) The teacher’s soul and the terrors of performativity. Journal of Education Policy 18(2): 215–228. Google Scholar | Crossref | ISI | |
|
Biesta, GJJ (2010) Good Education in an Age of Measurement: Ethics, Politics, Democracy. Boulder, CO: Paradigm Publishers. Google Scholar | |
|
Burchell, G, Gordon, C, Miller, P (1991) The Foucault Effect. Studies in Governmentality, with two lectures by and an interview with Michel Foucault. Chicago: The University of Chicago Press. Google Scholar | Crossref | |
|
Black, P, Harrison, C, Lee, C. (2002) Working Inside the Black Box. Assessment for Learning in the Classroom. London: GL Assessment. Google Scholar | |
|
Chan, K, Hay, P, Tinning, R (2011) Understanding the pedagogic discourse of assessment in physical education. Asia-Pacific Journal of Health, Sport and Physical Education 2(1): 3–18. Google Scholar | Crossref | |
|
Cohen, L, Manion, L, Morrison, K (eds) (2000) Research Methods in Education. 5th ed. London: RoutledgeFalmer. Google Scholar | Crossref | |
|
Fejes, A (2008) What’s the use of Foucault in research on lifelong learning and post-compulsory education? A review of four academic journals. Studies in the Education of Adults 40(1): 7–23. Google Scholar | Crossref | |
|
Foucault, M (1978/1991) Governmentality. In: Burchell, G, Gordon, C, Miller, P (eds) The Foucault Effect. Studies in Governmentality. Chicago: The University of Chicago Press. pp.87–104. Google Scholar | |
|
Foucault, M. (1982/1991) On the genealogy of ethics. An overview of work in progress. In: Rabinow, P (ed) The Foucault Reader. London: Penguin Books, pp.340–372. Google Scholar | |
|
Foucault, M (1994) Power. New York: The New Press. Google Scholar | |
|
Gundem, BB (2011) Europeisk didaktikk. Tenkning og viten [European didactics, thinking and knowing]. Oslo: Universitetsforlaget. Google Scholar | |
|
Hattie, J (2009) Visible Learning. A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London: Routledge. Google Scholar | |
|
Hay, P, Penney, D (2012) Assessment in Physical Education. A Sociocultural Perspective. London: Routledge. Google Scholar | Crossref | |
|
Hudson, B, Meyer, MA (eds) (2011) Beyond Fragmentation: Didactics, Learning and Teaching in Europe. Leverkusen, Germany: Barbara Budrich Publishers. Google Scholar | |
|
Leahy, D (2014) Assembling a health[y] subject: risky and shameful pedagogies in health education. Critical Public Health 24(2): 171–181. Google Scholar | Crossref | ISI | |
|
Leirhaug, PE, MacPhail, A (2015) ‘It’s the other assessment that is the key’: Three Norwegian physical education teachers’ engagement (or not) with assessment for learning. Sport, Education and Society. Epub ahead of print Date? 2015. DOI: ?. Google Scholar | Crossref | ISI | |
|
López-Pastor, VM, Kirk, D, Lorente-Catalán, E. (2013) Alternative assessment in physical education: a review of international literature. Sport, Education and Society 18(1): 57–76. Google Scholar | Crossref | ISI | |
|
Lund, JL, Veal, ML (2013) Assessment Driven Instruction in Physical Education. A Standards-based Approach to Promoting and Documenting Learning. Champaign, IL: Human Kinetics. Google Scholar | |
|
MacPhail, A, Halbert, J (2010) ‘We had to do intelligent thinking during recent PE’: students’ and teachers’ experiences of assessment for learning in post-primary physical education. Assessment in Education: Principles, Policy & Practice 17(1): 23–39. Google Scholar | Crossref | |
|
McKee, K (2009) Post-Foucauldian governmentality: What does it offer critical social policy analysis? Critical Social Policy 29(3): 465–486. Google Scholar | SAGE Journals | ISI | |
|
Ní Chróinín, D, Cosgrave, C (2013) Implementing formative assessment in primary physical education: Teacher perspectives and experiences. Physical Education and Sport Pedagogy 18(2): 219–233. Google Scholar | Crossref | ISI | |
|
Öhman, M (2010) Analysing the direction of socialisation from a power perspective. Sport, Education and Society 15(4): 393–409. Google Scholar | Crossref | ISI | |
|
Penney, D, Brooker, R, Hay, P. (2009) Curriculum, pedagogy and assessment: Three message systems of schooling and dimensions of quality physical education. Sport, Education and Society 14(4): 421–442. Google Scholar | Crossref | ISI | |
|
Popkewitz, T, Brennan, M (1997) Restructuring of social and political theory in education: Foucault and social epistemology of school practices. Educational Theory 47(3): 287–313. Google Scholar | Crossref | |
|
Redelius, K, Hay, P (2012) Student views on criterion-referenced assessment and grading in Swedish physical education. Physical Education and Sport Pedagogy 17(2): 211–225. Google Scholar | Crossref | ISI | |
|
Rose, N (1998) Inventing our Selves. Psychology, Power and Personhood. Cambridge: Cambridge University Press. Google Scholar | |
|
Rose, N (1999) Powers of Freedom. Reframing Political Thought. Cambridge: Cambridge University Press. Google Scholar | Crossref | |
|
Svennberg, L, Meckbach, J, Redelius, K (2014) Exploring PE teachers’ ‘gut feelings’: An attempt to verbalise and discuss teachers’ internalised grading criteria. European Physical Education Review 20(2): 199–214. Google Scholar | SAGE Journals | ISI | |
|
Torrance, H (2012) Formative assessment at the crossroads: conformative, deformative and transformative assessment. Oxford Review of Education 38(3): 323–342. Google Scholar | Crossref | ISI | |
|
Webb, L, Quennerstedt, M, Öhman, M (2008) Healthy bodies: construction of the body and health in physical education. Sport, Education and Society 13(4): 353–372. Google Scholar | Crossref | ISI | |
|
Wetherell, M, Potter, J (1992) Mapping the Language of Racism. Discourse and the Legitimation of Exploitation. New York: Columbia University Press. Google Scholar | |
|
Wiliam, D (2010) An integrative summary of the research literature and implications for a new theory of formative assessment. In: Andrade, H, Cizek, GJ (eds) Handbook of Formative Assessment. London: Routledge. Google Scholar | |
|
Wiliam, D (2011) What is assessment for learning? Studies in Educational Evaluation 37: 3–14. Google Scholar | Crossref | |
|
Wiliam, D, Leahy, S (2015) Embedding Formative Assessment: Practical Techniques for K–12 Classrooms. West Palm Beach, FL: Learning Sciences International. Google Scholar |
