18 SES 02, Parallel Paper Session
Parallel Paper Session
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.
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.
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.
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