Assessment as pedagogy: a consideration of pedagogical work and the preparation of kinesiology professionals

Hay, Peter, Tinning, Richard and Engstrom, Craig (2013) Assessment as pedagogy: a consideration of pedagogical work and the preparation of kinesiology professionals. Physical Education and Sport Pedagogy, 20 1: 31-44. doi:10.1080/17408989.2013.788145


Author Hay, Peter
Tinning, Richard
Engstrom, Craig
Title Assessment as pedagogy: a consideration of pedagogical work and the preparation of kinesiology professionals
Journal name Physical Education and Sport Pedagogy   Check publisher's open access policy
ISSN 1740-8989
1742-5786
Publication date 2013-04-08
Year available 2013
Sub-type Article (original research)
DOI 10.1080/17408989.2013.788145
Volume 20
Issue 1
Start page 31
End page 44
Total pages 14
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2014
Language eng
Formatted abstract
Background: Assessment is a central feature of institutional education practices,
including those in the higher education learning field of kinesiology. To optimise the
valuable and desired outcomes of assessment and minimise its unintended and
unhelpful outcomes, a comprehensive understanding of the assessment process is
necessary. To date a comprehensive understanding of the assessment process has been
missing within the professional and academic learning setting of kinesiology.
Purpose: To better understand the assessment processes in the training of kinesiology
professionals this paper proposes consideration of ‘assessment as pedagogy’. In
particular we discuss the concepts of pedagogical work and assessment efficacy and
provide an explanation of how such conceptualisations enhance our capacity to reflect
on the range of potential outcomes of assessment in kinesiology. In doing so we
endeavour to promote a more concerted critical research dialogue in the field and
widen the possibilities of assessment practices in kinesiology for producing intended
pedagogical work.
Implementation: The notion of pedagogical work, proposed by Tinning brings to the fore
two perspectives on the contribution of assessment to learning in kinesiology; that
assessment is necessary for pedagogical work on account of its formative potential,
and that assessment itself can be considered as a pedagogical practice through which
intentional learning occurs. This perspective represents the pursuit of ‘assessment
efficacy’. This paper outlines the way in which assessment operates in these two
modes and reaffirms the value of viewing assessment practices and intentions through
the perspective of pedagogical work.
Conclusion: With respect to assessment practice in kinesiology, a focus on the
pedagogical work done though assessment and the notions of assessment efficacy will
lead to better learning outcomes for students in their preparation for professional
service in the field. This requires that assessment be brought to the fore as a
fundamental part of curriculum and pedagogy planning and not left, as often occurs,
as an afterthought or an achievement hurdle for students.
Keyword Pedagogy
Assessment efficacy
Kinesiology
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Human Movement and Nutrition Sciences Publications
 
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Created: Wed, 19 Jun 2013, 22:39:45 EST by Craig Engstrom on behalf of School of Human Movement and Nutrition Sciences