Hamblin, Declan;
(2014)
Physical Education assessment from 2014: assessing without limits.
Research in Teacher Education
, 4
(2)
pp. 25-33.
10.15123/uel.8917w.
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Abstract
This article covers background to the Physical Education National Curriculum and assessment changes in England from September 2014. It outlines the reasons for change and why a focus on assessment for learning is potentially a good move for the English education system. A discussion follows on how assessment within the new curriculum framework may look in Secondary Physical Education at Key Stage 3 (11–14 years old). Ideas for reporting assessment are proposed to help physical education teachers start to develop their own robust and manageable assessment system.
| Type: | Article |
|---|---|
| Title: | Physical Education assessment from 2014: assessing without limits |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.15123/uel.8917w |
| Publisher version: | https://uel.ac.uk/our-research/research-school-edu... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Physical Education; assessment; National Curriculum; high expectations; learning without limits; core thresholds |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10179446 |
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