ABSTRACT
Effective and inclusive assessment practices need to be conceptually and theoretically robust and empirically informed. Where this is not so, the practices are vulnerable to problematic consequences including the employment of ill-informed pedagogies, propagation of unhelpful learnings about the subject and students’ selves, and perpetuations of disingenuous perceptions regarding the merits of physical education. However, conceptually defensible assessment principles are of little use if they cannot be realised in practice. To demonstrate the applicability of the assessment principles that have been proposed in this book, we now turn our attention to examples of practice that represent an aspiration towards these principles in physical education and other fields of human movement such as sports coaching. By no means are these the only examples of ‘good’ or progressive assessment practice in physical education or human movement more generally. Rather, we have selected them because of their specific connection with the principles and issues that we have foregrounded in this book. Before we address the principles particularly, it is important to draw attention to some of the assessment innovations that have been developed and implemented in the field to date as they have made helpful contributions to the meaningful implementation of assessment in physical education.
