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dc.contributor.authorJames, Alisa
dc.contributor.authorGriffin, Linda L.
dc.contributor.authorFrance, Thaddeus
dc.date.accessioned2021-09-07T17:47:36Z
dc.date.available2021-09-07T17:47:36Z
dc.date.issued4/1/2005
dc.identifier.citationPhysical Educator Spring2005, Vol. 62 Issue 2, p85
dc.identifier.urihttp://hdl.handle.net/20.500.12648/2455
dc.description.abstractThe 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.
dc.subjectTeachers
dc.subjectPhysical Education
dc.subjectPsychology
dc.subjectLikert Scale
dc.titlePerceptions of Assessment in Elementary Physical Education: A Case Study
dc.typearticle
dc.source.journaltitleThe Physical Educator
dc.source.volume62
dc.source.issue2
refterms.dateFOA2021-09-07T17:47:37Z
dc.description.institutionSUNY Brockport
dc.source.peerreviewedTRUE
dc.source.statuspublished
dc.description.publicationtitleKinesiology, Sport Studies and Physical Education Faculty Publications
dc.contributor.organizationSpringfield College - Springfield, MA
dc.contributor.organizationThe College at Brockport
dc.contributor.organizationUniversity of Massachusetts - Amherst
dc.languate.isoen_US


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