Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers’ experiences while designing and implementing formative strategies. However, knowledge on this topic is limited, especially within PE. Therefore, this study examined the experiences of 15 PE teachers who participated in an 18-month professional development programme. Teachers designed and implemented various formative activities within their PE lessons, while experiences were investigated through logbook entries and focus groups. Findings indicated various positive experiences, such as increased transparency in learning outcomes and success criteria for students as well as increased student involvement, but also revealed complexities, such as shifting teacher roles and insufficient feedback literacy among students. Overall, the findings of this study underscore the importance of a sustained, collaborative, and supported approach to implementing FA.

中文翻译：

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体育教育中的形成性评估：教师设计和实施形成性评估活动的经验

形成性评估（FA）是一种优化学生学习的有效教育方法，被认为是体育教育（PE）中一种有前途的评估途径。然而，对于在职体育教师来说，实施 FA 是一项复杂且艰巨的任务，他们往往缺乏这方面的正式培训。为了更好地支持体育教师将 FA 实施到实践中，我们需要在设计和实施形成策略时更好地了解教师的经验。然而，关于这个主题的知识是有限的，尤其是在体育领域。因此，本研究考察了 15 名体育教师参加为期 18 个月的专业发展计划的经历。教师在体育课中设计并实施了各种形成性活动，同时通过日志条目和焦点小组对经验进行了调查。调查结果表明了各种积极的经验，例如学习成果和学生成功标准的透明度增加以及学生参与度的提高，但也揭示了复杂性，例如教师角色的转变和学生反馈素养不足。总体而言，本研究的结果强调了持续、协作和支持的 FA 实施方法的重要性。