ABSTRACT
Any serious and considered discussion about assessment will necessarily broach the concept of validity. This is because validity is a foundational principle of all assessment practices. It is necessary for the realisation of valued assessment outcomes and the minimisation of unintended and unwanted assessment outcomes. In light of its recognised significance in general education, the absence of discussion or consideration of validity in physical education assessment is notable. Acknowledging its significance, and in response to the sparse literature currently available concerning assessment validity in physical education, the purpose of this chapter is to explain the concept of validity and its importance to practices in physical education and to draw attention to facets of practice within the field that undermine the realisation of valid assessment. Reflecting the sociocultural perspective that informs this book, the chapter directs attention specifically to the social implications and consequences of validity for physical education teachers and students and, furthermore, demonstrates the relationship between the pursuit of a socially just physical education and the optimisation of assessment validity.
