Implementing formative assessment in primary physical education: Teacher perspectives and experiences

Physical Education and Sport Pedagogy

Volumn 18, Issue 2, 2013, Pages 219-233

  Ní Chrónín, Déirdre ^a   Cosgrave, Caitríona ^b  

^a UNIVERSITY OF LIMERICK   (Ireland)

^b Marino Institute of Education   (Ireland)

Author keywords

Assessment; Formative; Physical education; Primary elementary

Indexed keywords

EID: 84878244188     PISSN: 17408989     EISSN: 17425786     Source Type: Journal    
DOI: 10.1080/17408989.2012.666787     Document Type: Article

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56. Assessment wheel: A simple self-assessment tool that supports the learner to assess their own progress, record their own learning, consider gaps and plan future learning in conversation with the teacher (JCPE 2006).
57. Smiley face assessment: A simple form of self-assessment where children rate their achievement in relation to a particular task by indicating which face applies to them.
58. Thumbs-up/down A simple form of self-assessment where children indicate their understanding or level of achievement by signaling with their hands.
59. Two wishes and a star ÖO if-: A simple form of self-assessment where children consider what they already know (star) and things they would still like to learn/practice more of (wishes).
60. Think, share, pair, square: A group-based assessment where pairs share their understandings and then combine their ideas with another pair (square) to extend their understanding.
61. Questioning: A form of assessment that underpins all other assessment methods that can be teacher- led or directed by the children (NCCA 2007).
62. Observation: Teacher or peer observation involves observation of activity using checklists, rubrics and rating scales (Hopple 2005).
63. Teacher-designed tasks: Oral, written or performance-based tasks developed by the teacher. Performance on the task is compared with predetermined criteria as a measure of learning.
64. Journaling: Children write in a journal after each lesson to support reflection upon their thoughts, feelings, impressions, perceptions and attitudes about their performances, events, tasks or other learning experiences (Siedentop and Tannehill 2000).
65. Conferencing: Involves the teacher (and/or other parties concerned with the child's learning) and the child having an informal conversation regarding the child's progress in a particular area of learning (NCCA 2007). This conversation can be supported by records from other assessment tools.