ABSTRACT
This chapter addresses the implementation of learner-oriented assessment strategies to promote deep learning. Commonly, assessment strategies – both in Physical Education (PE) and sport contexts – are based on one-size-fits-all approaches. This is in sharp contrast with the principle of individuality that pedagogy and coaching theory so advocate. Conversely, a learner-oriented assessment approach is suggested. Learner-oriented assessment strategies require a tailor-made approach to the contents, timings, and forms of assessment, so that learners can be assessed on different occasions and on different contents and skills. Moreover, learners should be aware of their active role in their own assessment and the assessment of peers; this will generate increased commitment to learning and help them develop a sense of responsibility over their learning and the learning of their peers. In this chapter, we propose strategies for learner-oriented assessment. Pedagogical indicators are offered to sport educators to guide their perception of the extent to which the assessment procedures are aligned with the goals and teaching-learning processes developed in a learner-oriented approach.
