ABSTRACT
This chapter presents an argument that the physical literacy journey should be assessed as learning outcomes defined in the curriculum. The goal is to expand assessment approaches to growth over time rather than a snapshot of achievement. It is reiterated that the assessment system should acknowledge the importance of the monism assumption of physical literacy and accept the challenges in measuring physical literacy. Rather than the conventional achievement assessment model, a growth-based assessment model is proposed for assessing learning in physical literacy education. The growth-oriented assessment approaches are discussed and the rationale for using them as alternative assessment tools are articulated. Consistent with the monist ideal and the growth orientation, a tiered assessment system is proposed to focus on learner individual growth in the context of institution improvement and teacher accountability. The chapter also emphasizes the need to take a holistic/monist approach to assessing problem solving outcome as learning outcomes rather than using a composite score from separate knowledge, skill, and motivation measurements. Finally, the chapter provides a reasoning that a criterion-referenced system will be beneficial to assessing the milestones on the physical literacy journey.
