Holistic assessment in school physical education: ‘Seeing the whole picture with our trained eye’

This article focuses on teachers’ responsiveness to changes in assessment policy and how new guidelines affect assessment and grading practices in school physical education (PE). The previous national curriculum in Sweden directed many teachers towards an atomistic approach to assessment. The reformed guidelines, in contrast, mandate that teachers should strive for holistic assessment . Thus, the purpose of this study was to generate an understanding of how teachers interpret and translate the policy for holistic PE assessment and discuss potential consequences of their policy enactments. Data were generated through six focus group interviews with 22 PE teachers working at different secondary and upper secondary schools. The theoretical framework used in the analysis is based on Ball et al.’s ( 2012a ) work on policy enactment. The findings show that teachers view the policy for holistic assessment in PE positively. They claim that it enables them to concentrate on the bigger picture, weigh factors in terms of significance during assessment, and connect to students’ lives outside of PE. We discuss the potential consequences of the teachers’ policy enactments in terms of the backwash of the reform. On the one hand, the reform results in reduced transparency and a risk that certain areas of knowledge may be marginalised. On the other hand, the study suggests that teachers’ autonomy with respect to assessment increases. This autonomy, which ideally leads to valid holistic assessments and fair grades, is tailored to the students’ conditions and what they see as meaningful knowledge in life outside of school.