ABSTRACT

Teachers’ assessment enhances students’ learning in many situations in physical education (PE). The present study aims to examine the issue of potential unequal assessment of students due to their different physical abilities in PE in upper secondary school, where the research question is: What experiences do students with high or low levels of physical fitness have of their PE teacher’s assessment of and for learning? Individual interviews were conducted with thirteen boys and thirteen girls in the second year in upper secondary school to answer the question. Respondents were recruited on the basis of scores on physical fitness tests (measurement of oxygen uptake). Thirteen respondents scored on the lowest level and thirteen on the highest level of the fitness scale. Two main themes emerged from the analysis, revealing an unequal assessment of learning given to the students in the two groups, but a shared, equal experience of assessment for learning. Unfortunately, assessment for learning was experienced ‘rarely or never’, and the unequal assessment of learning did not favour the students with low physical fitness, who perhaps need more assessment than the students with high physical fitness. The study contributes new insight into students’ experience of assessment due to unequal conditions for learning. The analysis revealed elements that were lacking in the PE teaching and assessment, especially for the students with low physical fitness. Another finding is that few students experienced that they owned their learning process, even though some students experienced to be in a learning environment, wherein the teacher gave them learning-promoting assessment. The study reinforces the finding in earlier research to integrate assessment for learning in theories of teaching in PE, and from this perspective we support further exploration of assessment for learning as well as the concept of assessment literacy.

摘要

教师评估在体育教育（PE）的许多情况下提高了学生的学习能力。本研究旨在探讨高中体育因体能不同而对学生的潜在评价不均等问题，研究问题为：体能水平高或低的学生对体育老师的体验有何影响？评估和学习？高中二年级对十三名男生和十三名女生进行了个别访谈，以回答这个问题。根据体能测试（摄氧量测量）的分数招募受访者。十三名受访者在健身量表中得分最低，十三名得分最高。分析中出现了两个主要主题，揭示了不平等的评估学习给予两组学生，但共享的，平等的评估经验学习。不幸的是，学习评估“很少或从来没有”经历过，对学习的不平等评估不利于身体素质低的学生，他们可能比身体素质高的学生需要更多的评估。由于学习条件不平等，该研究有助于对学生评估体验的新见解。分析揭示了体育教学和评估中缺乏的元素，特别是对于身体素质较差的学生。另一个发现是，很少有学生体验到他们拥有自己的学习过程，尽管有些学生体验到了在一个学习环境中，其中老师给了他们促进学习的评估。该研究强化了早期研究中的发现，将学习评估整合到体育教学理论中，