Assessment as pedagogy: a consideration of pedagogical work and the preparation of kinesiology professionals

Background: Assessment is a central feature of institutional education practices, including those in the higher education learning field of kinesiology. To optimise the valuable and desired outcomes of assessment and minimise its unintended and unhelpful outcomes, a comprehensive understanding of the assessment process is necessary. To date a comprehensive understanding of the assessment process has been missing within the professional and academic learning setting of kinesiology.Purpose: To better understand the assessment processes in the training of kinesiology professionals this paper proposes consideration of assessment as pedagogy'. In particular we discuss the concepts of pedagogical work and assessment efficacy and provide an explanation of how such conceptualisations enhance our capacity to reflect on the range of potential outcomes of assessment in kinesiology. In doing so we endeavour to promote a more concerted critical research dialogue in the field and widen the possibilities of assessment practices in kinesiology for producing intended pedagogical work.Implementation: The notion of pedagogical work, proposed by Tinning brings to the fore two perspectives on the contribution of assessment to learning in kinesiology; that assessment is necessary for pedagogical work on account of its formative potential, and that assessment itself can be considered as a pedagogical practice through which intentional learning occurs. This perspective represents the pursuit of assessment efficacy'. This paper outlines the way in which assessment operates in these two modes and reaffirms the value of viewing assessment practices and intentions through the perspective of pedagogical work.Conclusion: With respect to assessment practice in kinesiology, a focus on the pedagogical work done though assessment and the notions of assessment efficacy will lead to better learning outcomes for students in their preparation for professional service in the field. This requires that assessment be brought to the fore as a fundamental part of curriculum and pedagogy planning and not left, as often occurs, as an afterthought or an achievement hurdle for students