ABSTRACT
In physical education we typically see teachers assessing students on fitness tests, isolating skills in contrived settings, or awarding points subjectively for effort, dress, and participation. The recent focus on assessment that authenticates student achievement demands that teachers be able to show what students are learning in physical education. This goes beyond identifying the content covered in class and requires that we be able to demonstrate what students have learned, what they can do, how they have changed, how they can share their knowledge and skills, what real-life applications they can implement, and how their physical activity choices reflect their status as independent learners.
