"The Grade Alone Provides No Learning": Investigating Assessment Literacy among Norwegian Physical Education Teachers

Autor/inn/en	Leirhaug, Petter E.; MacPhail, Ann; Annerstedt, Claes
Titel	"The Grade Alone Provides No Learning": Investigating Assessment Literacy among Norwegian Physical Education Teachers
Quelle	In: Asia-Pacific Journal of Health, Sport and Physical Education, 7 (2016) 1, S.21-36 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-7122
DOI	10.1080/18377122.2016.1145429
Schlagwörter	Foreign Countries; Physical Education; Physical Education Teachers; Secondary School Teachers; Student Evaluation; Literacy; Focus Groups; Teacher Student Relationship; Interpersonal Communication; Data Analysis; Teacher Attitudes; Knowledge Level; Norway + Suchen Sie Ihr Suchwort? Ausland; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Schulnote; Studentische Bewertung; Alphabetisierung; Schreib- und Lesefähigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonale Kommunikation; Auswertung; Lehrerverhalten; Wissensbasis; Norwegen
Abstract	This paper explores the four inter-dependent elements of assessment literacy proposed by Hay and Penney [(2013). "Assessment in Physical Education: A Sociocultural Perspective." New York: Routledge]--assessment comprehension, assessment application, assessment interpretation and critical engagement with assessment. More specific, the study reported in this paper addresses how Norwegian physical education teachers reflected assessment literacy in descriptions and discussions of their assessment practice. Twenty-three physical education teachers from six upper secondary schools in Norway participated in focus groups. Analysis and discussion are informed by the four elements of assessment literacy. Findings demonstrate a general need to enhance assessment literacy among the teachers, with particular focus on dialogue with students and critical engagement with assessment. Acknowledging assessment literacy as an ongoing process, the study suggests that it may be more effective to consider "preconditions" than "elements" of assessment literacy for a physical education teacher to be considered as acting assessment literate. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01