| dc.description.abstract | While learning-oriented assessment (LOA) is popular in educational research and Norway has adopted assessment for learning (AFL) to its regulations, research suggest that Norwegian physical education (PE) is out of line with principles about LOA. This thesis has two explorative purposes, firstly, it explores assessment practices used by Norwegian PE teachers and evaluates these practices in relation to LOA. Secondly, it investigates the barriers to implementing LOA practices for teachers. Qualitative semi-structured interviews were conducted with 12 physical education teachers from 10 Norwegian secondary schools, two of which were private schools. The findings of this thesis show that teachers use both testing and authentic assessment methods in PE. However, use of testing for grading purposes is not evident, but is used for formative purposes. Observation and video constitute most of the authentic assessment. Teachers attempt to provide formative feedback to pupils, but the degree to which they manage to do this vary. Self-assessment is used on an occasional basis, more as a tool of ‘reality-orientation’ rather than for the engagement of pupils as owners of their own learning. When it comes to the challenges to LOA, it appears that time to see and assess pupils represent the major barrier to the implementation of LOA. Teachers feel they do not have enough time to see pupils and not enough time to provide continuous and quality feedback. The pressure to document performances seems to be one major driver to this lack of time, alongside short sessions and big class sizes. Challenges also seem to lie within teacher education, resources for teachers, unmotivated pupils and facilities. Based on these findings, I argue that Norwegian PE teachers struggle with implementing LOA and both the time aspect, documentation needs, few sessions and big classes represent barriers to LOA. Teachers seem to lack clear methodology that can help them with the implementation of AFL strategies. This thesis helps reducing the knowledge gap about challenges to implement LOA in PE. Much research confirms promising results of formative assessment and much research highlights problematic sides of assessment in PE, while little research deals with LOA in PE. This thesis contributes to knowledge about why PE teachers struggle with implementing LOA. Keywords: Physical Education, Learning-oriented Assessment, Assessment for Learning, Assessment Practices, Assessment Methods, Assessment Challenges | eng |