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dc.contributor.authorMacPhail, Annen
dc.contributor.authorHalbert, Johnen
dc.date.accessioned2016-01-25T11:27:14Zen
dc.date.available2016-01-25T11:27:14Zen
dc.date.issued2010-02en
dc.identifier.citationMacPhail, 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 Aen
dc.identifier.issn0969-594Xen
dc.identifier.issn1465-329Xen
dc.identifier.doi10.1080/09695940903565412en
dc.identifier.urihttp://hdl.handle.net/10547/594776en
dc.description.abstractThis study arose in response to a perceived need for additional teacher support for assessment in physical education and the limited focus in physical education pedagogy literature on the impact of Assessment for Learning (AfL), in particular the impact of formative assessment on student learning. The study involved the refinement and evaluation of a post‐primary physical education planning framework with assessment instruments for use by teachers. A number of teachers were engaged in the development of assessment and planning materials, the trialling of these in school settings and their subsequent refinement based on the feedback received from the teaching and learning setting. The study was contingent on teachers cultivating a learning culture within their class. Students’ and teachers’ experiences of AfL are reported before highlighting some of the challenges that remain in investigating formative assessment.
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/09695940903565412en
dc.relation.urlhttps://ulir.ul.ie/handle/10344/4195en
dc.subjectphysical educationen
dc.title‘We had to do intelligent thinking during recent PE’: students’ and teachers’ experiences of assessment for learning in post‐primary physical educationen
dc.typeArticleen
dc.identifier.journalAssessment in Education: Principles, Policy & Practiceen
html.description.abstractThis study arose in response to a perceived need for additional teacher support for assessment in physical education and the limited focus in physical education pedagogy literature on the impact of Assessment for Learning (AfL), in particular the impact of formative assessment on student learning. The study involved the refinement and evaluation of a post‐primary physical education planning framework with assessment instruments for use by teachers. A number of teachers were engaged in the development of assessment and planning materials, the trialling of these in school settings and their subsequent refinement based on the feedback received from the teaching and learning setting. The study was contingent on teachers cultivating a learning culture within their class. Students’ and teachers’ experiences of AfL are reported before highlighting some of the challenges that remain in investigating formative assessment.


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