Norwegian physical education teachers’ assessment after the introduction of a new curriculum – LK20

Abstract

ABSTRACT In 2020, a new curriculum, Kunnskapsløftet 2020 (LK20), was introduced in Norwegian schools. This study investigated how physical education (PE) teachers in upper secondary schools have changed their assessment practice following the introduction of LK20. To achieve this, nine individual in-depth interviews were conducted with PE teachers from six upper secondary schools in Norway. Using NVivo 12, the teachers’ experiences were analysed, and corresponding categories of meaning were created. The results indicated that there were changes in their assessment practice after the introduction of LK20. The PE teachers found it more difficult in LK20 to distinguish between grades, and greater room for interpretation was identified. The results also suggested that PE teachers have become more concerned with the pupils’ development over time, rather than with achieving a specific, predetermined goal, and that LK20 better facilitates this aim. PE teaching also seemed to be characterised by a greater amount of play after the introduction of LK20, which teachers viewed as being positive for most pupils. Finally, the analysis pointed to a need in the teachers for more professional support outside of their own immediate circle of colleagues. The results are discussed in relation to Fullan (2016) and one of his key phases according to education policy-driven reforms – the implementation phase. Our findings, and those of other research, identify a need for skills development work and/or courses for PE teachers in assessment.