The purpose of the study was to investigate upper secondary teachers' perception and description of formative assessment in the subject of sports and health, but also how they assess that the formative assessment develops the students' learning in the subject. Through a qualitative approach, the results have been developed via seven semi-structured interviews with active teachers in the subject of physical education and health, grades 7–9. The previous research on formative assessment in sports and health has shown that assessment is complex and difficult for physical education teachers (Tolgfors, 2017). The results of the present study demonstrate, based on the teachers' description, that factors such as time and competence contribute to the teachers' perception of formative assessment. The practical parts are dominated when it comes to formative assessment according to the teachers because they see feedback as more time-consuming in the theoretical parts. It is also in the practical parts that three of five key strategies for formative assessment are most expressed (William, 2013). According to the teachers' description, the learning that is promoted in the teaching is physical activity and the joy of movement. Results also show that teachers need support and knowledge to develop their formative classroom practice. Based on previous research and the survey results, there are arguments that the competence and the right conditions for formative assessment in the subject of sports and health need to be improved.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-95319 |
| Date | January 2023 |
| Creators | Henrque, Brandin |
| Publisher | Karlstads universitet |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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