ABSTRACT
This chapter reflects that although assessment and standards are issues at the fore of contemporary developments and debates in education globally, they have received relatively little attention across research and professional communities associated with primary physical education. It discusses that the educational and political contexts in which contemporary developments and debates are located. The chapter explores that the ways in which differing conceptualisations of primary physical education and, similarly, varied conceptualisations of assessment, are reflected in established and emergent practices internationally. It explains the significance of differing conceptualisations and terminology for assessment policy and practice in primary physical education. The chapter adopts a broad conceptualisation of assessment and explores assessment policy and frameworks, formal and informal assessment practices and assessment outcomes. It suggests that navigating and mediating the effects of accountability discourses and engaging with standards frameworks in ways that support quality and equity in teaching and learning are significant challenges for primary physical educators.
