Assessment has widely been acknowledged as a central element of institutional education, shaping curriculum and pedagogy in powerful ways and representing a critical reference point in political, professional and public debates about educational achievement and policy directions. Within physical education there remains significant debate regarding the subject knowledge, skills and understandings that should be assessed, in what ways and at what points in students' education. This book makes an important contribution to our understanding of the socio-cultural issues associated with assessment in PE, in terms of its systemic development as well as at the level of pedagogic relations between PE teachers and their students. It provides readers with an insightful critique and theoretically informed ideas for rethinking assessment policies and practices in PE.