This dissertation deals with the didactic consequences of assessment for learning (AfL) in the subject of physical education and health (PEH) at three upper secondary schools in Sweden. The purpose of the study is to investigate how assessment for learning is realised in PEH and what triadic relations between the teacher, student and subject content are established in the formative assessment practice. The empirical material consists of group reflections within a Teacher Learning Community (TLC) as well as field studies, including lesson observations and semi structured interviews with both students and teachers. In the first step of the analysis the material is categorized by means of the five key strategies (Wiliam, 2010a), in order to identify different ways of working with AfL in upper secondary PEH. The second step is a combination of a governmentality (Foucault, 1978/1991b), a performativity (Ball, 2003) and a didactic (Hudson, 2002) analysis, which illuminates what triadic relations are established under different conditions of governance. The findings highlight five fabrications of AfL in PEH, named after their most prominent features or functions, AfL as: i) Empowerment, ii) Physical Activation, iii) Grade Generation, iv) Constructive Alignment, v) Negotiation. ”Among the products of discursive practices are the very persons who engage in them” (Davies & Harré, 2001, p. 263). Accordingly, different teacher and student subjects as well as characteristics of the subject content are constituted in each of these fabrications. Moreover, the so called ‘backwash effect’ (Torrance, 2012) implies that the contrasting versions of AfL promote different kinds of learning, such as: i) increased autonomy, ii) participation in a community of practice, iii) criteria compliance, iv) acquisition of prescribed abilities, v) group development. However, the big idea of AfL is to adapt the teaching to the students and not the students to the knowledge requirements. Hence, this dissertation could serve as a basis for discussion on possible didactic implications of AfL in PEH.

The current Swedish curriculum for the compulsory school came in 2022 and replaced the one from 2011. The curriculum and the subject Physical education and health (PEH) have been through multiple changes historically regarding the name of the subject, the text, content and objectives. Something that is relevant today is the diversity in Swedish schools where there are many different students with different backgrounds, experiences and expressions. Because of this it is interesting to compare and explore how inclusion is visible in the current curriculum and the previous ones.  The study aimed to compare curriculum from the years 1969, 1994 and 2022 in PEH for grades 7-9. The purpose is also to examine the thoughts and goals behind the changes in the curricula and relate them to an inclusion perspective. The study was a qualitative literature study which analyzes the curriculum, syllabus and their commentary material through a qualitative content analysis. Curriculum theory was used as a theoretical framework. In the results both similarities and differences were found from an inclusion perspective between the curricula and five categories were created. For example the results showed differences regarding the content of PEH where it goes from a content focused on competition and performance in specific sports while the latter two curricula was about movement and could include more various activities and interests. Differences in the language between the curricula was shown through concepts and words that have different consequences on inclusion.   The study concluded that there are many similarities between the curricula where there is an inclusive way of thinking in PEH even in the older curricula, especially with regard to their time and context. However inclusion increased through the curriculum changes.