A teacher’s self-study of digitally-enabled assessment practices to support enhancements in assessment literacy in primary physical education

Abstract

ABSTRACT In physical education, assessment is a fundamental component of purposeful and meaningful learning experiences for students, with the predominant goal to support and enhance student learning. Implementing the use of digital technologies in physical education can also contribute to improved engagement, motivation and student learning. While there is a substantial amount of research around digital technology and physical education within secondary school, less research exists around using digital technology to support quality assessment practices, particularly in a lower-primary physical education setting. Therefore, the purpose of this paper was to explore one physical educators’ experience using digital technology to support assessment implementation in an Australian primary physical education setting. Three themes were identified through analysis: shifting assumptions of practice, building comprehension and application, and challenges and opportunities in attempting to implement quality assessment using digital technology. We highlight the value of self-study research as professional learning for practising teachers and the importance of assessment literacy.