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
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/32588 |
| Date | 12 July 2000 |
| Creators | Wright, Michael Thomas |
| Contributors | van der Mars, Hans |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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