‘The grade alone provides no learning’: investigating assessment literacy among Norwegian physical education teachers

Abstract

ABSTRACT This paper explores the four inter-dependent elements of assessment literacy proposed by Hay and Penney [(2013). Assessment in physical education. A sociocultural perspective. New York: Routledge] – assessment comprehension, assessment application, assessment interpretation and critical engagement with assessment. More specific, the study reported in this paper addresses how Norwegian physical education teachers reflected assessment literacy in descriptions and discussions of their assessment practice. Twenty-three physical education teachers from six upper secondary schools in Norway participated in focus groups. Analysis and discussion are informed by the four elements of assessment literacy. Findings demonstrate a general need to enhance assessment literacy among the teachers, with particular focus on dialogue with students and critical engagement with assessment. Acknowledging assessment literacy as an ongoing process, the study suggests that it may be more effective to consider ‘preconditions’ than ‘elements’ of assessment literacy for a physical education teacher to be considered as acting assessment literate.