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Assessment for learning. It got to be ongoing  and provide both the teachers and students clear indication of where are the learning gaps of each student and what each student should do to progress in the learning continuum.
Assessment in PE must allow for differentiated instructions. Students have varied experiences and skills prior to attending the lesson. Ongoing assessment allows for teachers to identify the HA-MA-LA and plan the lessons to allow for progression for the different groups.

Han Seng

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While we have clear learning objectives and assessment rubrics for every game that we are teaching, the assessment is done during the last 2 to 3 lessons of the module. Based on the assessment rubrics, a grade is given. To many of the students, they do not know specifically how they have obtained the grade and what they need to improve and how they could improve.

Lack of time is another issue. There is not enough time for teachers to conduct a debrief with each students on their progress. Maybe with ongoing assessment and periodic feedback in the form of an online report that indicate the student's level of attainment (and the next level to work on), assessment would be more meaningful and timely.

I feel that there is a need to trim my school's PE curriculum. The assumption that the boys would have attained varied sports skills and tactical knowledge after 6 years of primary PE may not be correct. Many times, I find myself moving on to teach the next skill or tactics without the students attaining a good level of competency of the previous skill.

Han Seng

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Able to review the current PE assessment and change from more summative to formative.

Able to guide colleagues in reviewing the current PE syllabus to allow for more student-centricity.

Able to engender the buy-in from the department to move away from current assessment practice to one that integrates with the teaching and learning of PE - at the very least, to be able to address the learning gaps of each student.

Han Seng

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Assessment comes hand-in-hand with teaching and learning. Assessment, instruction and learning is a feedback loop.

In essence, assessment plays an important formative role in PE. It supports quality planning and instruction by providing information on students' progress and learning difficulties.

Qinghao

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I think we are not doing enough with regard to actively involving our students in assessment.

The first reason could be due to the lack of readily recognised forms of assessment tools, instruments and examples that aid in formative feedback. An example would be how we design our NAPFA, which is focused on outcomes, and this creates this perception that assessment in PE could only be done that way as the teachers went through the same education system.

Next reason, is the perennial one, the lack of instructional time and space, resulting in low-levels of practice time in quality and quantity. This is especially so in Primary schools, prior-Covid, we often get two classes in the same venue. This often results in us chasing the syllabus instead of spending more time closing learning gaps.

Qinghao

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1. Embed assessment with learning (AfL).

2. Assessment transparency, i.e., convince colleagues to share learning outcomes and quality criteria with the learners.

3. Involving students in the assessment/learning process, through the design of assessment tools that are relevant/usable in our local teaching context.

Qinghao

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Assessment to me does take a bad rep with both students and teachers, due to the high stake examinations that we have in local context. But in effect just a part of learning in any subject.

I personally prefer AfL in PE as there is a continuity in learning and improving. To me, assessment in PE means:
- To build learners who can self-evaluate their performances through guidance from teachers and peers,
- To be able to give feedback in PE/OE-related performance tasks in a constructive manner,
- Should be able to be infused within a lesson such that it does not take away bulk of the physical activity time of our students,
- To provide teachers insights into the learning gaps and challenges of our students.
- Has continuity that focuses on future learning needs rather than backward looking (summative assessment that does not provide opportunities down the road to improve).

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Assessment , T&L, Feedback are all equally important to me. I think assessment is a crucial part of learning, specifically formative assessment. I feel that students will be focused what is important in the lesson, which is usually what is being assessed. This keeps them rightfully engaged and ideally gets them thinking of how to improve themselves based on the rubrics for the assessment. From the teacher's perspective, I feel that knowing what to assess in a unit/lesson serves as a guide to plan our lessons/unit better.

Sarah

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1. Students may or may not be clear of the rubrics for assessment. The rubrics are not clearly communicated to the students.
2. While assessment of FMS is manageable in P1-3, it gets tougher to assess games concept in an authentic situation, especially during Covid-19. We end up assessing individual skills for P4-6. it gets quite dry for the students and there isn't much challenge for them.

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1. To have students play a more active role in assessment and giving useful feedback to their peers and to themselves (peer assessment, self assessment)
2. To learn how to come up with a system of FA and SA of at least one learning area for one level. This includes Psychomotor, Cognitive and Affective components of PE.

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Mindset related
More than 10 years ago, the school started with summative assessment and it leaves a bad taste with many senior colleagues. Students were stress with their performances, teachers have to rush through the module to have sufficient time to conduct the assessment towards the end of module and yet there were no follow-ups on the learning gaps that surface from the summative assessments.

Teachers tend to feel that assessments require pen and paper (checklists, rubrics, heatmaps etc) and take time away from physical activities. Both students and teachers value the activity time and this is a hurdle in mindset for the teachers to cross.

Operational related
There are some venues that are fantastic for conducting assessment related activities while those in the outdoor can only rely on pen and paper. So this may serve as more impedance for teachers to try some of the assessment activities, suitable for their sports.

COVID related
These 2 years are really difficult for PE teachers due to the frequent change of SMMs. We started our AfL journey at the start of 2020 and managed to conduct some activities at the start of the year. However, due to the need to focus on our time and energy to HBL, individual activities, modifying our SOWs to suit the SMMs, very little bandwidth can be left for the implementation of assessments in any form.

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To put in simple terms, I think assessment helps learners to understand what they are learning and how they can learn better. For the teachers, assessment help to inform us if the students are on the right track in their learning, and it provides feedback on our teaching.

Kuan Yong

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I think one of the issues that we are facing is probably an absence of an assessment routine. If assessment is not infused into the normal lessons, then it becomes something that is additional, and students do not see the benefits of it. Besides that, time is also a constraint and students also find it difficult to provide good feedback to their peers when it comes to peer assessment.

Kuan Yong

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I would like to hear from other schools on how their journey is like in PE assessment and some of the good practices that there are out there.

Kuan Yong

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In short, this came to my mind, "Assessment for learning is part of everyday practice by students. teachers and peers that seeks, reflects upon and responds to information from dialogue, demonstration, and observation in ways that enhance on-going learning." - Klenowski, 2009.

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It is a cycle of clear learning criteria, feedback and adaptation of teaching to allow student to improve on their learning based on the feedback they received.

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Planning it purposefully into PE lesson will take time as the department will need to be educated in the AFL strategies etc.

Time must be set aside for the the department to plan into the SOW.

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To have a clearer idea how AFL can be planned into SOW and purposely carried out through the syllabus