ABSTRACT
This third chapter of Part 3 draws on literature and research to present future directions and prospective visions for future assessment policy and practices. It reaffirms the significance of teachers as policy ‘actors’ whose understandings of authenticity and equity in assessment are key to extending the range of practices that are deemed legitimate and that are valued in contexts of examination and senior secondary physical education. The chapter explores particularly the changes to assessment requirements and practices that will support greater expression of Arnold’s (1979) concepts and their inter-relatedness. The chapter draws on recent and ongoing research in Australia and internationally to bring to the fore developments that are seeking to ‘push the boundaries’ of assessment in high-stakes arenas.
