Please use this identifier to cite or link to this item:
|Title: ||Assessment in physical education|
|Authors: ||Mørken, Bent|
|Issue Date: ||18-May-2010 |
|Abstract: ||THE AIM WITH THIS STUDY: The aim with the presented study was to examine how the relations between the instructions
of assessment in KL 06 (approved by the Dept of education) and the assessment practice in
physical education (P.E.) in upper secondary schools in Vestfold and Telemark could be
described. Further on, the study wanted to look into in what degree the instructions of
assessment were well known to the physical education teachers and whether they believed the
instructions of assessment gives a good basis for assessment practice in physical education. In
addition, the study also had the aim of looking into how many lessons physical education
teachers needed to be able to have enough foundation for assessment to give students a grade.
The presented study also wanted to look into what kind of criteria physical education teachers
used when they gave the grade 1 (failure/stryk). Finally, the study presented aimed at look
into possible differences in the P.E. assessment practice between Vestfold and Telemark in
These results are useful, not only for each County and the P.E.teachers working in those
counties, but also for the Dep.of education and everyone who is involved or interested in
assessment in physical education in upper secondary schools. METHODICAL APPROACH: 82 physical education teachers from upper secondary schools in Vestfold and Telemark
participated in this quantitative study. The respond rate was 63%. 23 out of 25 schools
returned questionnaires within February 2010. The participants responded on questions
regarding their assessment practice in physical education and their opinions about the
instructions of assessment in KL 06. RESULTS: This study showed that the relations between the instructions of assessment in KL 06 and the
assessment practice among physical education teachers in Vestfold and Telemark can be
described as weak. The reasons for this indication were because the teachers assessment
practice had a wide range of use. The assessment practice in general indicated to be both split
and/or divided. In addition, also considering that KL 06 has now been in practice for five
years. There are many factors that may explain the reasons for this weak relation. However, this study presents results which indicate to have a stronger relation to the instructions of
assessment than results of previous research.
The mean of using effort, skill and knowledge in the weighting of criteria were respectively
51%, 25% and 24%. The use of effort as a criteria and the use of taking individual premises
into account in the assessment were still common among physical education teachers, despite
that the instructions of assessment rejected this practice.
This study shows that the major part of physical education teachers do not manage, according
to the instructions, to give students formative assessment.
Physical education teachers in Vestfold and Telemark were known to the instructions of
assessment in KL 06, but only one out of four said that they knew them very well. Half of the
physical education teachers expressed that they wanted more knowledge of the instructions of
assessment in KL 06.
The major part of physical education teachers believed that the instructions of assessment do
not give a good basis for assessment practice. With the possibility of local adaptions there was
a split decision, but over half of the physical education teachers stated that assessment was
easier during the last reform, Reform 94, than today. Only 11% believed that it is easier today
than during Reform 94.
This study shows that physical education teachers needs 20.41 lessons in average to have
enough assessment foundation to set a grade. 43% of physical education teachers in upper
secondary schools in Vestfold and Telemark needed student participation in one out of four
lessons, or less, to have a foundation for assessment. 40% could not pinpoint the lessons they
needed. In KL 06 there are no participation requirements. It all depends on the individual
teacher's needs and requirements.
Finally, this study presents some differences between Vestfold and Telemark as to
assessment practice in physical education. The significant (p<.05) differences were the use of
the criteria effort and skill, lessons teachers have secondary and/or criteria goals defined, the
Page | iii
use of taking individual premises into account in the assessment, and the need for
participation to obtain enough assessment foundation to set the grade 1.
This study indicated that Vestfold had a stronger relation to the instructions of assessment in
the assessment practice than Telemark, and that Telemark needs less participation than
Vestfold to obtain enough assessment foundation to set the grade 1.
DISCUSSION AND CONCLUSION: This study presents the results of a subject which indicates to be in need of a minimum and
standardised requirements. Teachers’ freedom and easy assessment instructions seems to be in
favour of the students right to an assessment practice that reflects justice and is transparent to
other comparable students. This study also presents results which shows that physical
education teachers do not manage, according to the instructions, to give the students formative
assessment towards the competence goals in the subject. The results in this study also
supports previous research. Both Vinje (2008) and Jonskås (2009) showed that teachers were
in need of a minimum and standardised requirements, and that the use of effort as a criteria in
the assessment was still common among physical education teachers.
FUTURE RESEARCH: To verify and explore the results of this study there is a need for more research. First of all, in
other parts of the country. It could also be very useful to look at self assessment, experienced
vs. inexperienced physical education teachers and finally, but not least, qualitative studies
which could explore these results in a higher degree.
I believe it also would be very useful to examine whether physical education could become a
subject with an practical and oral exam for students in upper secondary schools. When the
teacher and students know that there is a possibility for an external examiner visiting at the
end of the school year, it could force them to work harder towards the competence goals and
according to the instructions of assessment in KL 06.
As to the general need for more research, there is also a need for more research for a longer
period over time, longitudinally studies. This could give more explicit information about the
relation between the instructions of assessment and the assessment practice in physical
Upper secondary school
|Document type: ||Master thesis|
|Appears in Collections:||Mastergradsavhandlinger i idrett, kroppsøving og friluftsliv|
This item is protected by a usage licens. All items in TEORA are protected by copyright.