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dc.contributor.authorLyngstad, Idar
dc.contributor.authorBjerke, Øyvind
dc.contributor.authorBang, Kjell Magne
dc.contributor.authorLagestad, Pål Arild
dc.date.accessioned2021-03-05T13:53:03Z
dc.date.available2021-03-05T13:53:03Z
dc.date.created2020-11-03T09:32:38Z
dc.date.issued2020
dc.identifier.citationLyngstad, I., Bjerke, Ø., Bang, K. M. & Lagestad, P. (2020). Norwegian upper secondary students’ experiences of their teachers’ assessment of and for learning in physical education: examining how assessment is interpreted by students of different physical abilities. Sport, Education and Society. doi:en_US
dc.identifier.issn1470-1243
dc.identifier.urihttps://hdl.handle.net/11250/2731930
dc.descriptionAuthor's accepted version (postprint).en_US
dc.descriptionThis is an Accepted Manuscript of an article published by Routledge (Taylor & Francis group) in Sport, Education and Society on 02/11/2020.
dc.descriptionAvailable online: https://www.tandfonline.com/doi/full/10.1080/13573322.2020.1842728
dc.description.abstractTeachers’ 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.en_US
dc.language.isoengen_US
dc.publisherRoutledge (Taylor & Francis group)en_US
dc.rightsNavngivelse-Ikkekommersiell 4.0 Internasjonal
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/deed.no
dc.titleNorwegian upper secondary students’ experiences of their teachers’ assessment of and for learning in physical education : examining how assessment is interpreted by students of different physical abilitiesen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionacceptedVersionen_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283en_US
dc.subject.nsiVDP::Medisinske Fag: 700::Idrettsmedisinske fag: 850::Treningslære: 851en_US
dc.source.pagenumber12en_US
dc.source.journalSport, Education and Societyen_US
dc.identifier.doi10.1080/13573322.2020.1842728
dc.identifier.cristin1844372


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Navngivelse-Ikkekommersiell 4.0 Internasjonal
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