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Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 147-151).

Thesis (Ph. D.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 292-307).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 147-151). Also available in print.

All too often, students in physical education classes are only accountable for tasks such as attendance, dressing out, and maintaining positive behavior. To shift the focus to content accountability, teachers need to utilize methods and techniques that hold students accountable for subject matter performance. Another area of concern for physical education teachers has been the development of accurate and easy to use assessment techniques. Unfortunately, most of the formal assessment is determined by the previously mentioned events of compliance. There is currently little formal assessment in physical education that focuses on student performance in the subject matter. Furthermore, for assessment to be authentic, it must be performed in an on-going fashion within the setting where skills were intended to be performed. Thus, this project utilized an ongoing, in-class assessment technique as a means of not only holding students accountable for their performance, but also as a means for the involved teachers to improve their use of formal assessment. Results of this study may have important implications for helping teachers develop skills to teach directly towards standards and benchmarks such as those developed by the National Association for Sport and Physical Education (NASPE, 1995). The benefits of this research consisted of increased knowledge regarding effective methods of holding students accountable for their in-class performance in physical education. This study examined student performance, measured by the percentage of appropriate practice attempts of physical skills and student fitness engagement, measured by students' moderate to vigorous physical activity (MVPA) levels during their physical education classes. Appropriate practice attempts have been chosen as the first variable of measure because of their strong correlation with student learning. Physical activity engagement was chosen as the second variable due to its relationship to health related benefits. It was hypothesized that there is a functional relationship between the teachers' use of an on-going, in-class performance assessment teaching technique and students engaging in a higher percentage of appropriate practice trials and moderate to vigorous physical activity (MVPA). Results of this study show mixed results in regards to using on-going, in-class assessment as a method of accountability for both skill engagement and engagement in MVPA. It was demonstrated that teachers using this type of assessment technique are capable of performing accurate assessments of student performance during instruction. / Graduation date: 2001

Thesis (Ph.D.)--University of Delaware, 2006. / Principal faculty advisor: James Raths, School of Education. Includes bibliographical references.