The grading of Physical Education gets "Fail". Experiences after the introduction of a criterion-based grading system in Sweden and Norway.
Author(s):
Claes Annerstedt (presenting / submitting)
Conference:
ECER 2012
Network:
18. Research in Sports Pedagogy
Format:
Paper

Session Information

18 SES 02, Parallel Paper Session

Parallel Paper Session

Time:
2012-09-18
15:15-16:45
Room:
FFL - Salón de Grados
Chair:
Claes Annerstedt

Contribution

Introduction

Grading is not only difficult, but also extremely controversial and an issue that most people have views and experiences of. In this presentation I will focus on grading in PE in Sweden and Norway after a criterion-referenced grading system was introduced in the middle of the 1990s. The presentation is built on two empirical studies: a quantitative study examining the development of grades in PE over a ten year period and comparing grades given in municipal schools to those given in independent schools and a qualitative study in which we conducted semi-structured interviews with 20 PE teachers asking which aspects they use in assessing students. The focus is on development and experiences and on validity, comparability, and fairness in terms of grading in PE.

 

Aims

The main purpose of the study was to focus on PE teachers’ experiences with a criterion-referenced grading system and its practical consequences. The specific aim was to  investigate the dimensionality of grades and how teacher reason and effectuate when grading students in Swedish and Norwegian PE. The aim was also to investigate the development of final grades in PE over a ten year time-span and finally to compare grading between schools with regards to differences in socio-economic background and school form.

Method

Method The study consists of the following two parts: quantitative data collection and semi-structured interviews that were analyzed qualitatively. The quantitative study is based on data collected from Statistics Sweden, the city of Gothenburg homepage, and the Education Administration Office of the City of Gothenburg. The data encompasses all final grades in PE from the last year of the basic compulsory school and the last year of upper secondary school on a national level and specifically for the city of Gothenburg. The data is also divided into municipal schools and independent schools (i.e., private schools). Thus, the population consists of all students that graduated in Sweden from basic compulsory school as well as upper secondary school. A second sample is composed of all students in the Gothenburg region. The data includes all final grades given between 2000 and 2009. The results were analyzed using a quantitative data analysis software package and are reported using descriptive statistics. The second part of the study consisted of semi-structured interviews with 20 PE teachers regarding their views on assessment. The interviews were based on an interview-guide and lasted between 45 to 60 minutes. Interviews were audiotaped, transcribed verbatim, and analyzed.

Expected Outcomes

Conclusions The results show that there has been a modest change towards giving higher grades in PE in Sweden and Norway in recent years. Further, grades given in independent schools are slightly higher than those given in municipal schools, and this is true for both basic compulsory and upper secondary schools. The most interesting finding is that there are considerable differences in grading from one school to another regardless of school form and program. These discrepancies can only be explained by different personal approaches to grading as well as how teachers assess their students. It seems as if assessment in PE is about having the right attitude and less about reaching certain levels of knowledge and understanding. The acquisition of knowledge seems to be mixed up with the attained goal. A criterion-referenced grading system may at first sight seem more likable and relevant than other grading systems. However, the research shows unfortunately that the criterion-referenced grades have not fulfilled great expectations and that the system still has great drawbacks. Fair and equivalent grades in the subject of PE cannot be guaranteed in Sweden and Norway, which entails that the pupils’ legal security is eliminated.

References

References Annerstedt, C. & Larsson, S. (2010). Assessment in PE – difficulties and consequences of a criterion-referenced system. European Physical Education Review 16 (2), 97-115. Forsberg, E. & Lindberg, V. (2010). Svensk forskning om bedömning – en kartläggning. Stockholm: Vetenskapsrådet. Hay, P. (2006). Assessment for learning in physical education. In: D. Kirk, D. Macdonald, & M. O´Sullivan: The Handbook of Physical Education. London: Sage Publications. Klapp Lekholm, A. (2008). Grades and grade assignment: effects of student and school characteristics. Göteborg Studies in Educational Sciences, Vol. 269. Göteborg: Acta Universitatis Gothoburgensis. Prøitz, T.S. & Spord Borgen, J. (2010). Rettferdig standpunktvurdering – det (u)muliges kunst? Læreres setting av standpunktkarakter i fem fag i grunnopplæringen. Rapport 16/2010. Oslo: NIFU STEP. Redelius, K. (2007). Betygsättning i idrott och hälsa – en didaktisk utmaning med pedagogiska konsekvenser. In: Larsson, H. & Meckbach, J. (2007). Idrottsdidaktiska utmaningar. Stockholm: Liber. Redelius, K. & Hay, P. (2009). Defining, acquiring and transacting cultural capital through assessment in physical education. European Physical Education Review 15(3), 275-294. Wikström, C. (2005). Criterion-referenced measurement for educational evaluation and selection. Diss. Umeå: Umeå universitet, Institutionen för beteendevetenskapliga mätningar.

Author Information

Claes Annerstedt (presenting / submitting)
University of Gothenburg
Department of Food and Nutrition, and Sport Science
Göteborg

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