Perceptions of Assessment in Elementary Physical Education: A Case Study

Abstract

The purpose of the study was twofold: (a) to examine a teacher's perceptions of attempting to implement assessments aligned with the NASPE standards and (b) to examine students' perceptions of assessment in physical education. Participants were 46 4th grade students and their physical education teacher. Data were collected through a Likert-scale attitude questionnaire, documents and interviews with 27 of the 46 students and their teacher. Questionnaire data were analyzed with descriptive statistics. Interview data were analyzed qualitatively. Results indicated that both teacher and students perceived that the teaching-learning process was enhanced through the process of using assessment aligned with the NASPE standards. Secondly, marginalization of physical education impacted both students' and teacher's perceptions of assessment.