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- Public, centralized examinations were administered. Results were posted within local newspapers.
- Subject matter was organised to rehearse and prepare students to perform under time restricted conditions.
- No opportunity for creative/critical thinking or problem solving.
- Letter grading system

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- Australian Council for Educational Research reviewed the system based on public pressure to abolish the public result examinations.

- Teacher created tests were replaced and externally controlled exams were gone.
- This gave teachers opportunities to implement ongoing/continuous assessment  strategies in the form of assignments & tests (norm-based approach to assessment).
- Grading system of 1-7 replaced letter based marking.

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BSSSS 1971-2002
Board of Senior Secondary School Studies.

- Senior Health and Physical Education accredited by the BSSSS in 1976.
-  1990 a review was conducted after concerns about the balance of health content and physical education content, as well as the assessment procedures conducted.

- It was decided that the subject would be split into separate subjects: Physical Education and Health Education.

- 1992 two new senior syllabuses was drafted.
- It was trialled in 1993-1994.
- It was piloted in 1996-1997
- 1998 both syllabuses were accredited.
- BSSSS phases out Senior Health and Physical Education.

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- Transition from Radford to ROSBA scheme more prevalent.
- A change from norm-based to a criteria based approach to assessment.
- This transition saw a shift from inter-student comparisons to an objectives driven curriculum as well as a criteria-based system of assessment where students were judged on specific standards (not purely the teachers standards).
- Teachers struggled to adapt from Radford numerical system to ROSBA's five levels of achievement.

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- The Assessment Unit from 1986-1989 created a theoretical framework to assist teachers in how to effectively utilise the ROSBA approach to assessment.
- Unfortunately this information did not successfully circulate around the state/nation, so schools were learning 'on the job' regarding the implementation of the ROSBA system.
- As teachers were conducting formative & summative assessment strategies whilst making judgments from criteria/standards premises - teachers still had intrinsic influences on student performance. Interpretations on criteria could be argued and a evidence based reflection on curriculum assessment/reporting became apparent.
- Viviani report 2007.

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QSA 2002-2014
Queensland Studies Authority
- Reviewed and accredited both health and physical education syllabuses in 2004 (second addition).
- Another review and accreditation was conducted in 2010.

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- A focus on quality assessment is central to reform efforts.
- To bridge the gap from theoretical framing and accountability measures currently in place, four key elements of assessment for student learning and reporting with confidence is apparent:
1. Assessment
2. Standards
3. Judgement
4. Moderation

- Teacher reflection on whether quality teaching pedagogies, assessment implementation & judgments are more in focus.
- This ensures students have the best opportunity to learn, perform & succeed in their development.
- Students have the right to self-monitor their progress and have the opportunities to demonstrate their learning. This is why providing students with assessment information, examples and success criteria is important.

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QCAA 2014-present
Queensland Curriculum and Assessment Authority
- The QCAA reviewed Senior Physical Education and Senior Health Education in 2015 as part of the Senior Assessment and Tertiary Entrance reforms.
- Two new senior syllabuses were developed and accredited as Authority subjects in 2019: Senior Physical Education and Senior Health (name changed from Senior Health Education).
- Changes to Senior Physical Education were controversial, yet the changes within Senior Health were smooth.