Article Sidebar

Download
View Full Article S.I.S
Statistic
Read Counter : 113 Download : 48

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Main Article Content

Abstract

This paper explores the evolving landscape of assessment in Physical Education (PE), highlighting the shift from traditional physical performance metrics to a more comprehensive, inclusive evaluation of student well-being and skills. We discuss the multifaceted purposes of assessment in PE, including the development of motor skills, physical fitness, cognitive understanding, and affective behaviors towards physical activity. The paper delves into various assessment types such as formative, summative, authentic, and peer assessments, each contributing uniquely to understanding and enhancing student learning. We also examine the tools and methods used in modern PE assessments, including technology integration, which offers real-time data and personalized feedback. Challenges like the need for professional development and the balance between diverse objectives and practical constraints are addressed. Best practices are outlined, emphasizing clear objectives, diverse strategies, constructive feedback, and inclusive practices. Looking ahead, the paper discusses future directions driven by technological innovations, professional development, and a student-centered approach. This study aims to provide a comprehensive understanding of current trends in PE assessment and offer insights into future developments that foster a supportive and effective learning environment, nurturing a positive, lifelong relationship with physical activity and health.

Keywords

Physical Education Assessment Inclusive Evaluation Technological Integration Professional Development Student-Centered Learning

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Alhassan, A., & Ibrahim, T. . (2023). Evolving Strategies and Practices in Physical Education Assessment. Convergence Chronicles, 5(1), 253–262. https://doi.org/10.53075/Ijmsirq/65598765456786
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Bahdanovich Hanssen, N., & Erina, I. (2022). Parents’ views on inclusive education for children with special educational needs in Russia. European Journal of Special Needs Education, 37(5), 761–775. https://doi.org/10.1080/08856257.2021.1949092
  2. Bahroun, Z., Anane, C., Ahmed, V., & Zacca, A. (2023). Transforming Education: A Comprehensive Review of Generative Artificial Intelligence in Educational Settings through Bibliometric and Content Analysis. In Sustainability (Switzerland) (Vol. 15, Issue 17). Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/su151712983
  3. Ball, S. J. (2011). A new research agenda for educational leadership and policy. Management in Education, 25(2), 50–52. https://doi.org/10.1177/0892020611399488
  4. Diem, S., & Young, M. D. (2015). Considering critical turns in research on educational leadership and policy. International Journal of Educational Management, 29(7), 838–850. https://doi.org/10.1108/IJEM-05-2015-0060
  5. Erik Backman B. Tolgfors, G. N., & Quennerstedt, M. (2023). How does physical education teacher education matter? A methodological approach to understanding transitions from PETE to school physical education. Physical Education and Sport Pedagogy, 28(4), 411–424. https://doi.org/10.1080/17408989.2021.1990248
  6. Hartley, D. (2009). Education policy, distributed leadership and socio‐cultural theory. Educational Review, 61(2), 139–150. https://doi.org/10.1080/00131910902844721
  7. Hidayat, C., Rohyana, A., & Lengkana, A. S. (2022). Students’ Perceptions Toward Practical Online Learning in Physical Education: A Case Study. Kinestetik : Jurnal Ilmiah Pendidikan Jasmani, 6(2), 279–288. https://doi.org/10.33369/jk.v6i2.21658
  8. Hollenshead, C. S., Sullivan, B., Smith, G. C., August, L., & Hamilton, S. (2005). Work/family policies in higher education: Survey data and case studies of policy implementation. New Directions for Higher Education, 2005(130), 41–65. https://doi.org/10.1002/he.178
  9. Liu, Y., Sathishkumar, V. E., & Manickam, A. (2022). Augmented reality technology based on school physical education training. Computers and Electrical Engineering, 99, 107807. https://doi.org/https://doi.org/10.1016/j.compeleceng.2022.107807
  10. McHale, S. M., Lawson, K. M., Davis, K. D., Casper, L., Kelly, E. L., & Buxton, O. (2015). Effects of a Workplace Intervention on Sleep in Employees’ Children. Journal of Adolescent Health, 56(6), 672–677. https://doi.org/10.1016/j.jadohealth.2015.02.014
  11. Mercier, K., Simonton, K., Centeio, E., Barcelona, J., & Garn, A. (2023). Middle school students’ attitudes toward physical activity and physical education, intentions, and physical activity behavior. European Physical Education Review, 29(1), 40–54. https://doi.org/10.1177/1356336X221106051
  12. Mollel, N. L., & Onyango, D. O. (n.d.). The Role of Adult Education Graduates in Improving Secondary School Education: A Case of Nyamagana District, Tanzania. East African Journal of Education and Social Sciences (EAJESS), 2(2), 65–71.
  13. Oteng, B., Mensah, R. O., Adiza Babah, P., & Swanzy-Impraim, E. (2023). Social studies and history curriculum assessment in colleges of education in Ghana: Reflective practices of teacher educators. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2175515
  14. Papadima, G. (2021). Is there a Split between Adult Educator’s Educational Philosophy in Learning and Teaching Process? International Journal of Instruction, 14(3).
  15. Post, C., & Leuner, B. (2019). The maternal reward system in postpartum depression. Archives of Women’s Mental Health, 22(3), 417–429. https://doi.org/10.1007/s00737-018-0926-y
  16. Rhoades, L., & Eisenberger, R. (2002). Perceived organizational support: A review of the literature. Journal of Applied Psychology, 87(4), 698–714. https://doi.org/10.1037/0021-9010.87.4.698
  17. Rivaldo, Y., & Nabella, S. D. (2023). Employee Performance: Education, Training, Experience and Work Discipline. Quality - Access to Success, 24(193), 182–188. https://doi.org/10.47750/QAS/24.193.20
  18. Sawyer, K. B., Thoroughgood, C., & Ladge, J. (2017). Invisible families, invisible conflicts: Examining the added layer of work-family conflict for employees with LGB families. Journal of Vocational Behavior, 103, 23–39. https://doi.org/10.1016/j.jvb.2017.08.004