Teacher Competence and Readiness for Classroom-Based Assessment in Physical and Health Education: A Systematic Literature Review

Physical Education and Health Education (PEHE) subjects play a vital role in fostering students’ physical, cognitive and social development, yet their effectiveness relies heavily on teachers’ ability to implement classroom-based assessment (CBA) systematically and authentically. Despite ongoing reforms in assessment practice, concerns remain about teacher competence and readiness in applying CBA within PEHE. This study synthesizes current evidence on (i) the level and dimensions of teacher competence, including knowledge, skills, and attitudes and (ii) the readiness of teachers to plan, implement and evaluate CBA in PEHE. A systematic literature review (SLR) was conducted following PRISMA guidelines. 20 peer-reviewed articles published between 2021 and 2025 were retrieved from Scopus, Web of Science, and ERIC databases, meeting strict inclusion and quality assessment criteria. Data were extracted and thematically analyzed to identify patterns related to teacher competence, readiness, technology integration and implementation challenges. Findings indicate that teachers generally have limited knowledge and skills in assessment, especially in applying CBA practices within PEHE. Teacher readiness levels were reported as low to moderate and were strongly influenced by workload, policy clarity, and the quality of professional development. Sustained and collaborative professional development emerged as a consistent enabler, while digital assessment tools showed promise but were constrained by infrastructural and digital literacy gaps. Structural barriers, including limited resources, policy-practice misalignments, and the undervaluing of PEHE, were consistently identified across contexts. This review contributes to theory by advancing a multidimensional perspective of assessment literacy that integrates cognitive, affective and contextual elements. It further informs practice and policy by underscoring the need for integrated strategies that combine teacher preparation, professional development, systemic reform and digital innovation to strengthen CBA in PEHE and improve student learning outcomes.