Formative assessment within PE is an enhanced method of assessing students within the teaching and learning environment; formative assessment is a continuous method of assessment which establishes learners’ current knowledge and understanding (Capel and Whitehead, 2010). Spackman, (2002) highlighted many attributes for formative assessment within PE; the use of questioning, peer/self-assessment and teacher observation. Rowe (1986) highlighted that teachers expect pupils to answer questions in less than one second. Often teachers wait for less than one second before posing the question to a different pupil, changing the wording or providing the answer for the learners. This may have a detrimental effect on one’s learning as they are not given the time to experience higher cognitive learning thus, potentially being detached from higher attainment (Scottish Government, 2011).
Questioning is an example of formative assessment which could be seen in a PE lesson. Literature has supported questioning as a valued approach to assess learner’s current level of knowledge and understanding (Barker et al, 2017). Preddy (2008) concurs as he believes that giving learners’ time to think and reflect is essential in education. Tobin (1987) supports this view as his study suggests that wait time enhances responses given after questioning and enables leaners to establish a feeling of confidence. This enquiry explored the changes that happened when sufficient wait time was provided after questioning.
This enquiry aims to explore:
If more pupil’s volunteer answers if more wait time is given and if more quality responses were given after more wait time.