Promotes Positive Knowledge, Skills, Attitudinal, Fitness, and Desirable Behavioral Changes in Pre-Service Physical Education Teachers
Keywords:Alternative Assessment, Pre-Service Physical Education Teacher, Swimming Logs
AbstractAlternative assessment is a nontraditional, holistic way to assess students. It is beneficial, in physical education training, for the instructor to apply a variety of appropriate assessment tools. The purpose of this research was to study pre-service physical education teachers’ perception of skills, attitude, knowledge, fitness, and other desirable characteristics by using swimming logs (SL) as assessment tools. Participants were 19 males and 11 females (mean age =18.07), all of whom were pre-service physical education teachers at Kasetsart University. Participants recorded their swimming distances outside of class for 6 weeks, with a goal of 1,500 meters. After 6 weeks they provided learning, behavioral and attitudinal self-perceptions via a reflection form. Quantitative data were analyzed by descriptive statistics, while qualitative data were analyzed via content analysis. The qualitative findings identified five pertinent domains of physical education instruction. The results suggest the potential of SL as an alternative assessment that can positively enhance learners’ selfconcept, motivation, and skill development.
Teachnology (n.d.). Alternative Assessment. Retrieved November 14, 2016 from http://www.teach-nology.com/currenttrends/alternative_assessment/
Georgakis, S., Wilson, R., & Evans, J. (2015). Authentic assessment in physical education: A case study of game sense pedagogy. Physical Educator, 72(1), 67-86.
Giles-Brown, L. (2006). Physical education assessment toolkit. Champaign, IL: Human Kinetics.
Job, J. (n.d.). Alternative assessment. Retrieved November 14, 2016 from http://www.learnnc.org/lp/pages/7041
Lopez-Pastor, V. M., Kirk, D., Lorente-Catalan, E., MacPhail, A., & Macdonald, D. (2013). Alternative assessment in physical education: A review of international literature. Sport Education and Society, 18(1), 57-76.
Lund, J. L., & Tannehill, D. (2010). Standards-based physical education curriculum development. Sudbury, MA: Jones and Bartlett.
Lund, J. L., & Kirk, M. F. (2002). Performance-based assessment for middle and high school physical education. Champaign, IL: Human Kinetics.
Lund, J. L., & Veal, M. L. (2013). Assessment-driven instruction in physical education: A standards-based approach to promoting and documenting learning. Champaign, IL: Human Kinetics.
Maclellan, E. (2004). How convincing is alternative assessment for use in higher education? Assessment & Evaluation in Higher Education, 29(3), 311-321.
Melograno, V. J. (2000). Designing a portfolio system for K-12 physical education: A step-by-step process. Measurement in Physical Education and Exercise Science, 4(2), 97-115.
Mintah, J. K. (2003). Authentic assessment in physical education: Prevalence of use and perceived impact on students' self-concept, motivation, and skill achievement. Measurement in Physical Education & Exercise Science, 7(3), 161.
National Association for Sport and Physical Education. (1995). Moving into the future national physical education standards: A guide to content and assessment. Boston, MA: MWCB/McGraw-Hill.
Sadeghi, K., & Abolfazli Khonbi, Z. (2015). Iranian university students' experiences of and attitudes towards alternatives in assessment. Assessment & Evaluation in Higher Education, 40(5), 641-665.
Schonwetter, S. W., Miltenberger, R., & Oliver, J. R. (2014). An evaluation of self-monitoring to improve swimming performance. Behavioral Interventions, 29(3), 213-224.
Ward, P., & Carnes, M. (2002). Effects of posting self-set goals on collegiate football players’ skill execution during practice and games. Journal of Applied Behavior Analysis, 35(1), 1–12.