Assessment and reporting in Health and Physical Education (HPE) continues to evoke debate and confusion amongst Physical Education (PE) professionals. There is genuine concern that without objective measurement and evaluation of student learning and achievement, PE programmes could be placed in a vulnerable position during times of programme review, budget cuts and school restructuring. This paper revisits some of the fundamental assessment issues in PE and suggests guidelines for teachers to consider. A review of past practices reveals little consensus regarding the educational outcomes that should be measured, the levels of attainment expected to achieve a particular achievement grade, what degree of improvement or skill level was reached, and how PE teachers could derive and report meaningful assessment of student outcomes. An increase in public awareness of education has further emphasised accountability in all areas, including PE and has reinforced the demand for valid student measurement, evaluation and overall assessment. The problems identified through this evaluation were a catalyst in the development of an outcomesfocused approach by the curriculum authorities in Western Australian schools.
|Journal||South Africian Journal for Research in Sport, Physical Education and Recreation|
|Publication status||Published - 2005|