| Summary: | The purpose of this study is to investigate the impact of assessment for learning (AFL) in upper secondary PE, in terms of governance and its possible consequences for the subjects in the teaching and learning triangle (the teacher, the student) and the subject content. The study is conducted in three steps: i) How do a group of PE-teachers describe their ways of realizing assessment for learning in their teaching practice? ii) How can their reflections about AFL be understood from a governmentality perspective? iii) Depending on what forms of governance that are dominant in the teachers’ reflections about AFL, different consequences can be argued in the triadic relation between the teacher, the student and the subject content. The analysis highlights different roles of the teacher as a coach, an administrator or a moderator. These teacher roles have different expectations of the students, emphasizing the individual’s learning, accountability or group development. Consequently the subject content can be perceived as flexible, standardized or negotiable. Thus assessment for learning in PE can be described as: - An educational approach, promoting the individual’s selfrealization, through the right to choose her own way towards the goals and take responsibility for her own learning. - A control instrument in line with the accountability regime. Different assessment techniques are used in order to adapt the student to the standards and not the other way around; adapt the teaching and learning to meet student needs. - A systematic way of linking (group-) reflection to physical activities, which denotes a holistic approach to body/mind. The teaching practice is characterized by communication and negotiation about how to reach the goals in suitable ways for the group.
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