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This study examines the issues pertaining to South Korea's elementary physical education (PE) performance assessment, using an assessment literacy (Hay & Penney, 2013) perspective to propose future directions. Eight elementary teachers currently teaching PE were selected as participants. Data were collected through semi-structured in-depth interviews and on-site data analysis, and analyzed based on an inductive categorical analysis, the results of which were elicited from the four conceptdoi:10.26822/iejee.2017236116 fatcat:5mqm4ym2bjaqfexbhhnezcirby