Exploring the relationship between student grades and assessment for learning in Norwegian physical education
Bibliographic Data
| ID | 12565852 |
|---|---|
| Authors | Petter Erik Leirhaug (0000-0002-2414-8689, Norwegian School of Sport Sciences, corresponding author) |
| Year | 2015 |
| Volume | 22 |
| Issue | 3 |
| Pages | 298-314 |
| Publication date | 2015-09-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Physical Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1356-336X • E-ISSN: 1741-2749 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1356336x15606473 |
| OpenAlex | W2340524539 |
| Language | EN |
| Citations received | 10 |
| References cited | 39 |
The purpose of this study was to explore the relationship between student grades and assessment for learning (AfL) in physical education. In educational literature, the focus on formative assessment has grown dramatically, partly because research indicates that good AfL is one of the most effective instructional tools to drive student learning forward. Therefore, a positive influence of AfL on students’ grades was hypothesised. The study employed a questionnaire of 1454 PE students (aged 15–19 years) from six upper secondary schools in Norway. Based on theory and factor analysis, a construct to map the experience with AfL was identified. A regression model was used to analyse the relationship between the construct and students’ grades, demonstrating that AfL is negatively associated with student grades. While the main finding is statistically small, the study also discusses the influence of other variables, possible explanations for the results and related implications
Assessment for learning · Construct (python library · Formative assessment · Mathematics education · Norwegian · Pedagogy · Physical education · Regression analysis · Mathematics · Physical Education and Pedagogy · Psychology · Student Assessment and Feedback
Aligning the principles of assessment for learning to learning in physical education
Pratiques évaluatives en EPS dans trois contextes avec un programme commun et des modes de communication de l’évaluation sommative différents
A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)
Physical activity level and sport participation in association with academic achievement in physical education among adolescents
Students’ Attitudes Toward Assessment in Physical Education
Activating students in feedback and assessment processes in physical education
Why assessment in physical education is still problematic
Norwegian physical education teachers’ assessment after the introduction of a new curriculum – LK20
Analyse de l’évolution des pratiques évaluatives en éducation physique
Association Between Motor Competence, Physical Fitness, and Academic Achievement in Physical Education in 13- to 16-Year-Old School Children
Understanding Physical Education
A socio‐cultural theorisation of formative assessment
Formative assessment
Inside the Black Box
Formative Assessment
Assessment and Classroom Learning
Professional development of teachers—A prerequisite for AfL to be successfully implemented in the classroom
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
‘I have my own picture of what the demands are … ’
Understanding the pedagogic discourse of assessment in Physical Education
Pedagogy and human movement. Theory, practice, research
It's the other assessment that is the key’
Curriculum, pedagogy and assessment
Defining, acquiring and transacting cultural capital through assessment in physical education
Exploring PE teachers’ ‘gut feelings’
Articulating a Merleau-Pontian phenomenology of physical education
Student perspectives of grading in physical education
The influence of teacher expectations on student achievement in physical education classes
The Power of Feedback
| Unique citing works | 10 |
|---|---|
| Citations per year | 1.25 |
| Citation span | 2018 - 2025 (8) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 10 |