Why assessment in physical education is still problematic: A critical interpretive synthesis of physical education assessment literature.
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| Title: | Why assessment in physical education is still problematic: A critical interpretive synthesis of physical education assessment literature. |
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| Authors: | Barker, Dean1,2 (AUTHOR) dean.barker@oru.se, Tolgfors, Björn1 (AUTHOR), Caldeborg, Annica1 (AUTHOR) |
| Source: | European Physical Education Review. Aug2026, Vol. 32 Issue 3, p527-546. 20p. |
| Subject Terms: | *Formative evaluation, *Summative tests, *Teacher education, *Physical education, *Student participation, *Continuing education |
| Abstract: | Assessment has received considerable attention from researchers in the field of physical education (PE). Many scholars have examined either formative assessment or summative assessment, with their focus leading to different questions and considerations. In this review, we examine how and why both formative and summative assessment have been problematized by PE scholars. Through a critical interpretive synthesis, we identify: (1) the main problems associated with both forms of assessment identified between 1999 and 2024, and (2) the solutions that scholars have offered in response to these problems. Problems with summative assessment center on teachers' use of personal and internalized criteria, students' negative experiences, and the guidance that policy provides teachers for enacting assessment. Solutions revolve around the provision of continuing professional development, improving initial teacher education, and ensuring that policy clearly delineates how assessment should be conducted. Problems with formative assessment revolve around teachers' and students' unfamiliarity with formative assessment practices and their lack of competence in using assessment strategies. Recommended solutions center on accepting that formative assessment has advantages and disadvantages, increasing students' participation in assessment practices, and improving teachers' assessment proficiency. We consider the extent to which assessment scholarship can contribute to change in assessment practices in PE, developing the thesis that several factors constrain the ability of research to lead to improvements. We conclude with alternative approaches that scholars might use to reimagine research on formative and summative assessment. [ABSTRACT FROM AUTHOR] |
| Copyright of European Physical Education Review is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195272611 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Why assessment in physical education is still problematic: A critical interpretive synthesis of physical education assessment literature. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Barker%2C+Dean%22">Barker, Dean</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> dean.barker@oru.se</i><br /><searchLink fieldCode="AR" term="%22Tolgfors%2C+Björn%22">Tolgfors, Björn</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Caldeborg%2C+Annica%22">Caldeborg, Annica</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22European+Physical+Education+Review%22">European Physical Education Review</searchLink>. Aug2026, Vol. 32 Issue 3, p527-546. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Summative+tests%22">Summative tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Physical+education%22">Physical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+participation%22">Student participation</searchLink><br />*<searchLink fieldCode="DE" term="%22Continuing+education%22">Continuing education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Assessment has received considerable attention from researchers in the field of physical education (PE). Many scholars have examined either formative assessment or summative assessment, with their focus leading to different questions and considerations. In this review, we examine how and why both formative and summative assessment have been problematized by PE scholars. Through a critical interpretive synthesis, we identify: (1) the main problems associated with both forms of assessment identified between 1999 and 2024, and (2) the solutions that scholars have offered in response to these problems. Problems with summative assessment center on teachers' use of personal and internalized criteria, students' negative experiences, and the guidance that policy provides teachers for enacting assessment. Solutions revolve around the provision of continuing professional development, improving initial teacher education, and ensuring that policy clearly delineates how assessment should be conducted. Problems with formative assessment revolve around teachers' and students' unfamiliarity with formative assessment practices and their lack of competence in using assessment strategies. Recommended solutions center on accepting that formative assessment has advantages and disadvantages, increasing students' participation in assessment practices, and improving teachers' assessment proficiency. We consider the extent to which assessment scholarship can contribute to change in assessment practices in PE, developing the thesis that several factors constrain the ability of research to lead to improvements. We conclude with alternative approaches that scholars might use to reimagine research on formative and summative assessment. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of European Physical Education Review is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195272611 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/1356336X251374556 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 527 Subjects: – SubjectFull: Formative evaluation Type: general – SubjectFull: Summative tests Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Physical education Type: general – SubjectFull: Student participation Type: general – SubjectFull: Continuing education Type: general Titles: – TitleFull: Why assessment in physical education is still problematic: A critical interpretive synthesis of physical education assessment literature. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Barker, Dean – PersonEntity: Name: NameFull: Tolgfors, Björn – PersonEntity: Name: NameFull: Caldeborg, Annica IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1356336X Numbering: – Type: volume Value: 32 – Type: issue Value: 3 Titles: – TitleFull: European Physical Education Review Type: main |
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