Maximising Achievement and Progress in Secondary Physical Education Trainees. The Impact and Effectiveness of Using Ofsted Characteristics for Formative Diagnostic Assessment

In all areas of educational practice assessment is probably the most frequently debated. Frapwell (2010: 13) stated that ‘in the past twenty years no area in education has been as contentious, as newsworthy, possibly as time consuming or even as emotive as assessment.’ Maybe this is because apart from the teacher, it is assessment that has been shown to be the single most important component that influences student learning and education in general (Taras, 2008). Indeed, Broadfoot and Black (2004) discuss assessment as having ‘pervasive power’ which defines and shapes every aspect of educational life.
This article focuses upon a small-scale research study which aimed to maximise secondary physical education trainees’ achievement and progress over the course of their Post Graduate Certificate in Education (PGCE) year. It evaluated the impact and effectiveness of using Ofsted characteristics for formative diagnostic assessment, putting the trainees at the heart of their own assessment. The benefits of this approach to trainees will be discussed in relation to progress and performance, alongside ways of further developing this method of assessment to bring the highest quality of teaching and learning to the training of physical education teachers.