Dissertations and Theses @ UNI
Availability
Open Access Dissertation
Keywords
Physical education and training--Iowa; Educational tests and measurements--Iowa; Physical education teachers--Iowa;
Abstract
The volume of traditional assessments in the public schools of the United States has increased. At the same time, complaints about the use of standardized tests have become louder. The complaints and dissatisfaction have led to a paradigm shift in assessment. Available literature supports the use of alternative assessment. The purpose of this study was to describe and analyze the type and the extent of authentic assessment used in public school physical education. A second purpose was to investigate physical education teachers' perceptions about the impact of authentic assessment use on students' self-concept, motivation, and skill achievement.
The teachers rated use of 15 authentic assessment techniques on a scale (1 = never used through 5 = always used). In addition, they indicated their perceptions about the impact authentic assessment use has made on their students' self-concept, motivation, and skill achievement on a Likert scale (2 = strongly disagree through 5 = strongly agree). Furthermore, 12 of the teachers who participated in the mail survey were interviewed.
Two hundred and ten Iowa public school physical education teachers participated in this study. Results showed that 158 (75.2%) teachers use authentic assessment techniques. Frequency statistics indicated that teacher observation, self-observation, checklists, demonstration, peer observation, and event task were among the top six authentic assessments used. In addition, the perception of the physical education teachers was that authentic assessment use has had a positive impact on students' self-concept, motivation, and skill achievement.
In summary, Iowa public school physical education teachers use authentic assessment extensively. The physical education teachers perceived authentic assessment use has enhanced students' self-concept, motivation, and skill achievement positively.
Year of Submission
2001
Degree Name
Doctor of Education
Department
School of Health, Physical Education, and Leisure Services
First Advisor
Susann G. Doody, Co-Chair
Second Advisor
Robert M. Boody, Co-Chair
Date Original
5-2001
Object Description
1 PDF file (ix, 104 pages)
Copyright
©2001 Joseph Kwame Mintah
Language
en
File Format
application/pdf
Recommended Citation
Mintah, Joseph Kwame, "Authentic assessment in physical education: Prevalence of use and perceived impact on students' self-concept, motivation, and skill achievement" (2001). Dissertations and Theses @ UNI. 723.
https://scholarworks.uni.edu/etd/723
