Book Cover -- Half-Title -- Title -- Copyright -- Contents -- List of Abbreviations -- Acknowledgments -- Preface -- Chapter 1 What is This Thing Called 'Assessment' all About? -- The Context -- What is Assessment? -- The Basic Questions -- Making Sense of Assessment -- Mode of Assessment -- Principles of Assessment -- Validity -- Reliability -- Objectivity -- Clear Criteria -- Chapter 2 Why Assess in Physical Education? -- Why PE Became Involved in Formal Assessment -- The Purposes of Assessment -- Accountability -- Societal Level (Managerial) -- Classroom Level (Professional) -- Certification -- Feedback -- Diagnosis -- Motivation of Pupils -- Selection -- Chapter 3 What Can Teachers Assess in Physical Education? -- Why is 'What' an Issue? -- The Objectives Model -- Physical Skills and Competence in Activities -- Can Teachers Assess Pupils' Physical Skills and Competence? -- Leisure and Active Lifestyles -- Can Teachers Assess Pupils' Leisure Activities and Active Lifestyles? -- Personal and Social Competences and Qualities -- What Personal and Social Competences of the Pupils Can Teachers Assess? -- Physical Development, Health and Fitness -- Should Teachers Test Pupils' Physical Fitness? -- Cognitive -- Which Pupils' Cognitive Skills Can Be Assessed in PE? -- Aesthetic Development -- Can Teachers Assess Aesthetic Development and Qualities? -- Conclusion -- Chapter 4 How Can Practical Performance be Assessed Satisfactorily? -- Setting the Task -- Collecting the Evidence -- Recording the Evidence -- Equality of Opportunity -- When Will I Assess? -- Chapter 5 How Can Theoretical Work be Assessed Satisfactorily? -- Cognitive Objectives in the National Curriculum and GCSE -- Question Difficulty and Cognitive Processes -- Setting Questions -- Equal Opportunities -- Chapter 6 Issues in Examinations and Accreditation -- GCSE Administration.

Development: GCSE Syllabuses -- Theoretical-Practical Balance -- Doing a Project -- Moderation -- Differentiation and Grading -- 'A' Level PE and Sport Studies -- Getting Started in an Examination Scheme -- Vocational Schemes -- Recreation v. Vocation -- Academic v. Vocation -- Governing Body Award Schemes -- Chapter 7 Recording Achievement -- Are ROA Achieving Their Purposes? -- What Should be Recorded? -- How Should ROA be Presented? -- Whose Line Is It Anyway? -- Pupil Recording -- Confidentiality -- Equal Opportunities -- Accreditation and Validation -- Chapter 8 Assessment in the National Curriculum -- The National Curriculum -- PE in the National Curriculum -- GCSE and the National Curriculum -- Can the National Curriculum in PE be Delivered? -- Primary Level -- Secondary Level -- Will the National Curriculum Raise Standards? -- Chapter 9 Consequences and Effects of Assessment -- Educational Identity -- Competition and Control -- The Place of Assessment in Schools in Society -- Departmental and School Assessment Policies -- References -- Appendix: Useful Addresses -- Examining Groups -- Vocational Qualifications -- Other Addresses -- Index.