We are having some great discussions at school at the moment around assessment. It seems that our students are overwhelmed by summative assessment and to be honest so am I. I have been trialing playing with more formative assessment this year and it is going well, but it still adds up to more marking and time away from feedback and advice in lessons (things slide when I am tired of marking…) but I thought it would generate some more questions. I pondered whether I needed to offer a ‘large’ piece of assessment to students – could I offer smaller pieces of work over time and forego the summative big piece? Could I split up my Criterion C performance work into formative observations every week or lesson rather than a tournament at the end (or could I use the tournament at the end to confirm the grades I already have on them?) Could I use Criterion A (Knowledge) in small quizzes (using Socrative or Infuse learning) instead of major making of films or exams at the end of the unit? and offer feedback or time to adjust/amend work along the way? Are we doing our students any favours by only allowing them 1 or 2 shots at a certain assessment over the year because the assessment is too large and difficult to do and grade? I would love to talk to more PE or other subject teachers who are using successful formative work and putting down the summative tasks or doing less summative work and finding the balance between feedback and sanity with their teaching load.