Acknowledging that assessment should be integral to effective teaching and learning in educational context, including physical education, nevertheless leaves open the question of how assessment should be conducted. Possible modes of assessment have been identified by Rowntree (1977) to include: formal vs. informal modes, formative vs. summative modes; continuous vs. terminal (final) modes; course work examination modes; internal vs. external modes; convergent vs. divergent modes; and ideographic vs nomothetic modes.
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Formal vs. Informal modes of assessment where 'Informal assessment can be defined as 'assessment conducted while pupils are carrying on normal classroom (physical education) activities' while 'formal assessment' can be defined as 'assessment conducted in situations solely for that purpose... usually using well-validated tests or other instruments'.
In physical education, informal assessment is based on the continual flow of evidence within each class lesson and generally rilles on ongoing, observational assessment and verbal interaction. It provides information on how successful or otherwise the planned tasks, practices and teaching approaches have been in promoting pupils' learning. Formal assessment. on the other hand, tend to involve close observations and simultaneous recording of a child's achievement during time which is specifically set aside for making such judgement (usually the final lesson of a unit).
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Does formal assessment better place the teacher to reach a more accurate judgement?
Is formal assessment stimulating and motivating to pupils?
More Formalised Assessment can be Time-Consuming and Burdensome and Detract from Valuable Learning Time
One of the problems associated with increasing emphasis on formal assessment in physical education concerns the amount of time that might be taken up by such practices. This was noted by Satterly. 'It is not at all clear what proportion of a school year is taken up by assessment although it is salutary to remember that every minute spent in formal assessment is time taken from actual teaching (Satterly, 1981). This point was also acknowledged by Robinson (1996) who noted that with formal methods of assessment such assessing at the end of each unit of work, valuable teaching and learning time may be lost. She calculated that using such methods could result in one in every six or seven lessons being spent assessing (testing) rather than teaching physical education. Robinson challenged those adopting formal assessment practices of this nature to identify what such end of unit assessment tell teachers and pupils that they do not know already. Informal assessment, on the other hand, which takes place on an ongoing basis is a class context, does not detract from learning and practice time.Linked with the time-consuming nature of some formal assessment practices is the additional burden that formal assessment practices may place on teaching staff. Penny and Harris found that 'for many heads of physical education, reducing assessment requirements and/or administrative demands associated with implementation of National Curriculum in physical education was clearly the preferred course of action in any revision process' (Penney & Harris, 1998).
Questions for reflection
1. If assessment is integral to everyday teaching, how can evidence be collected to ensure that there are accurate judgments of all pupils?
2. What should be the balance between formal and informal assessment in physical education and why?
3. Do you gather evidence of assessment against all the aims and objectives stated in your physical education curriculum? If not, which aims and objectives do you not gather evidence for, and why and how could you gather this evidence?
4. How can the outcomes of assessment be recorded efficiently by providing appropriate information to enable you to make accurate reports on pupils' progress?
5. How can your assessment, recording and reporting practice be improved?
Notes taken from a paper by Piotrowski & Capel (2000)
