A Comparison of Learner Assessment Use Between Physical Education and Core Academic Subjects

Abstract

As advocated by the National Association for Sport and Physical Education, physical education demonstrates the same characteristics that define core academic subject areas (NASPE, 2010). This synthesis investigates a critical mass of research that aims to compare and contrast core academic subjects and non-core academic subjects, specifically physical education and their use of learner assessments. Results from the critical mass identified three main themes: (1) skill acquisition through the use of learner assessments, (2) student perceptions of learner assessments and (3) teacher perceptions of learner assessments and their effects on the stakeholders involved in the teaching-learning process. Skill acquisition through the use of learner assessments refers to a student’s ability to gain knowledge and develop abilities in a multitude of domains. Perceptions of learner assessments for both students and teachers refer to the way in which researchers recognize and interpret the use of learner assessment data as valuable in the teaching-learning process. This synthesis concludes that if students and teachers perceive learner assessment as important and valuable in the teaching-learning process, then assessment in general becomes more in line with the intent of designating which areas become core academic subjects. This includes content areas that generate important educational outcomes that are vital and meaningful for a child’s overall learning experience during school age years.