The overall aim of this study was to explore how upper secondary school students (age 16–19) in Sweden perceive physical education and health (PEH) through the assessment practices they experience in this subject. In particular, the study aimed to examine the students’ experiences of what can be considered as valid knowledge and what the students perceive to form the basis for assessment in PEH. Data were collected by conducting focus group interviews with a total of 38 students from four different upper secondary schools in southern Sweden. The focus groups cohered around discussing three different vignettes that were constructed based on various ‘pedagogical dilemmas’ identified through earlier research on valid knowledge and assessment in PEH. Data were analysed by drawing on Scott's (2008) institutional theory in order to demonstrate how regulative, normative and cultural-cognitive conditions shape practices and assessment in PEH. The results highlight that there is a misalignment between curriculum objectives and assessment in Swedish PEH practice, where the cultural-cognitive conditions as strongly associated with club sports are more influential in the construction of valid knowledge and assessment practice than the regulative and normative conditions as stipulated in the PEH curriculum. The results also demonstrate that there is an ongoing prioritisation of practical over theoretical knowledge in PEH practice, involving an emphasis on doing and being active without any clear learning objectives. It is argued that clearly communicated learning objectives and assessment criteria can help achieve a better alignment between curriculum intentions, pedagogy and assessment in PEH.

中文翻译：

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“你为什么不真正在PEH学到任何东西？” – 学生对有效知识的体验和体育与健康（PEH）评估的基础

本研究的总体目的是探讨瑞典高中生（16-19 岁）如何通过他们在该科目中经历的评估实践来感知体育与健康 (PEH)。特别是，该研究旨在检验学生对什么可以被认为是有效知识的体验，以及学生认为什么构成了 PEH 评估的基础。通过对来自瑞典南部四所不同高中的总共​​ 38 名学生进行焦点小组访谈来收集数据。焦点小组围绕讨论了三个不同的小插曲，这些小插曲是根据早期对 PEH 有效知识和评估的研究确定的各种“教学困境”构建的。通过借鉴 Scott' 分析数据 s (2008) 制度理论，以证明监管、规范和文化认知条件如何塑造 PEH 的实践和评估。结果表明，瑞典PEH实践中的课程目标和评估存在偏差，与俱乐部运动密切相关的文化认知条件比规定的规范和规范条件更能影响有效知识和评估实践的构建在 PEH 课程中。结果还表明，在 PEH 实践中，实践知识一直优先于理论知识，强调在没有任何明确的学习目标的情况下做事和积极参与。