Research Impact: This paper focuses on interrogating ‘why’ and ‘how’ assessment can be effectively embedded in the delivery of learning experiences. That is, assessment as a means to engage students in the learning process rather than as an addon to the learning experience. Instructional (and constructivist) alignment provides a context to embedding assessment before introducing specific developments in physical education teacher education (PETE) that allow us to share implementation of assessment considerations, planning for embedded assessment and embedding assessment as a component of a PETE programme. Worked examples of embedding assessment are provided to convey what embedded assessment involves and looks like. Lessons learned from advocating for the practice of embedding assessment are shared.
Scanlon, D., MacPhail, A., Tannehill, D. & Walsh, C. (2022) Embedding assessment in learning experiences: Enacting the principles of instructional alignment in physical education teacher education. Curriculum Studies in Health and Physical Education. DOI: 10.1080/25742981.2022.2039074