TEACHERS ASSESSMENT PRACTICES VIEWED THROUGH THE INSTRUMENTS USED IN PHYSICAL-EDUCATION CLASSES

The purpose of this study was to illustrate how experienced teachers a ssess students' learning. Thirteen middle and high school physical edu cation teachers (Grades 7 to 11) were observed during one or two teach ing units over a total of 183 lessons. The 62 assessment instruments u sed by the teachers during those 183 lessons were analyzed from severa l perspectives: the integration of assessment to the teaching-learning process, the aspects assessed, and the characteristics of the instrum ents. For integration of assessment, 71% of the instruments were used for preassessment or formative assessment purposes. Regarding aspects assessed, the instruments were used 77% of the time to assess both tec hnical and tactical skills. With respect to their characteristics, 70% of the assessment instruments consisted of a one-sided sheet, with a majority designed to assess one student. In most cases the collection of information was based either on a rating scale, checklist, or a com bination of both.