Physical Education assessment from 2014: assessing without limits

Article


Hamblin, Declan 2014. Physical Education assessment from 2014: assessing without limits. Research in Teacher Education. 4 (2), pp. 25-33. https://doi.org/10.15123/uel.8580y
AuthorsHamblin, Declan
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

JournalResearch in Teacher Education
Research in Teacher Education
Journal citation4 (2), pp. 25-33
ISSN2047-3818
2046-1240
Year2014
PublisherUniversity of East London, Cass School of Education and Communities
Publisher's version
License
CC BY
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.8580y
Web address (URL)http://www.uel.ac.uk/rite/
Publication dates
Print12 Dec 2014
Publication process dates
Deposited22 Dec 2014
Permalink -

https://repository.uel.ac.uk/item/8580y

Download files


Publisher's version

Explore this article

Explore this article

Editorial
Wells, D. 2014. Editorial. Research in Teacher Education. 4 (2), pp. 3-4. https://doi.org/10.15123/uel.85814
A new reform in teacher education? A historical perspective on recent developments in teacher education in Germany – the case of North Rhine-Westphalia
von Bargen, Imke 2014. A new reform in teacher education? A historical perspective on recent developments in teacher education in Germany – the case of North Rhine-Westphalia. Research in Teacher Education. 4 (2), pp. 5-10. https://doi.org/10.15123/uel.85816
Embedding Information and Communication Technology across the curriculum – where are we at?
Wells, D. 2014. Embedding Information and Communication Technology across the curriculum – where are we at? Research in Teacher Education. 4 (2), pp. 11-16. https://doi.org/10.15123/uel.85815
Recognising self-esteem in our pupils: how do we define and manage it?
Kilbride, D. 2014. Recognising self-esteem in our pupils: how do we define and manage it? Research in Teacher Education. 4 (2), pp. 17-21. https://doi.org/10.15123/uel.85810
Developing trainee teachers’ understanding of representations of diversity in children’s picture books: did initial teacher training learning impact on Newly Qualified Teachers’ practice?
Baker, A. 2014. Developing trainee teachers’ understanding of representations of diversity in children’s picture books: did initial teacher training learning impact on Newly Qualified Teachers’ practice? Research in Teacher Education. 4 (2), pp. 22-24. https://doi.org/10.15123/uel.8580x
If you can name it you can claim it: redefining youth work
Trimmer-Platman, T. 2014. If you can name it you can claim it: redefining youth work. Research in Teacher Education. 4 (2), pp. 34-38. https://doi.org/10.15123/uel.85813
The appropriation of the professionalisation agenda in teacher education
Mayer, Diane 2014. The appropriation of the professionalisation agenda in teacher education. Research in Teacher Education. 4 (2), pp. 39-44. https://doi.org/10.15123/uel.85812
Book Reviews [ October 2014]
Hassan, N., Paffard, Fran, Copping, Adam and Burns, Michele J. 2014. Book Reviews [ October 2014]. Research in Teacher Education. 4 (2), pp. 45-48. https://doi.org/10.15123/uel.8580z
  • 122
    total views
  • 625
    total downloads
  • 11
    views this month
  • 11
    downloads this month

Export as