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Journal of Physical Education, Recreation and Dance, 2023

Historically, written assessments in the form of essays, unit outlines, question-response examinations and observation reports, and oral assessments in the form of group presentations, individual vivas, and round-table discussions have been used to assess pre-service physical education students’ and sport coaching students’ teaching and coaching knowledge (Capel, Hayes, Katene & Velija, 2009; Semiz & Ince, 2012). Yet, at a time when the call for more practice-based teacher education is getting louder (Ward, Higginson & Cho, 2020), we believe further consideration should be given to the authenticity of assessment modes being used to develop and determine pre-service PE students’ and sport coaching students’ understanding of the students they teach, the learning environments they are responsible for, and the pedagogical choices they are making. One particular mode of assessment that could be considered is Practically Assessed Structured Scenarios (PASS). This predominantly spoken word mode of assessment is similar to Objective Structured Clinical Examinations used in medical and veterinary education (Kirton & Kravitz, 2011) in that it utilizes practical scenarios to test practical knowledge. This article presents comments from a four-way professional conversation conducted by university educators from four different countries who discussed the suitability and/or implementation of PASS as a mode of assessment within physical education teacher education (PETE) and sport coaching education programs. Thus, the purpose of this article is to introduce and develop readers’ understanding of PASS and provide access to university educators’ views on the benefits and challenges of PASS implementation. Furthermore, it is intended that discussion within the article stimulates debate amongst teacher educators on the range of assessments currently offered within PETE and sport coaching programs around the world.

Measurement in Physical Education and Exercise Science, 2003

The dual purposes of this study are to (a) describe and analyze the extent and type of authentic assessment use in public school physical education, and (b) investigate physical education teachers' perceptions about the impact of authentic assessment on students' self-concept, motivation, and skill achievement. Public school physical education teachers (N = 210) completed the Mintah Physical Education Authentic Assessment Inventory. Authentic assessment was found to be used extensively in public school physical education. Teacher observation, self-observation, checklists, peer observation, and event task were the most commonly used forms of authentic assessment; portfolio and essay were the least commonly used techniques. Public school physical education teachers in this study perceived that authentic assessment use enhanced positively the self-concept, motivation, and skill achievement of their students. In this study, male and female physical education teachers from 3 grade levels did not differ on the perceived impact of authentic assessment use on students' self-concept, motivation, and skill achievement.

Journal of Maltese …, 2003

A written paper (WP) and a video-based-paper (VP) were used to measure the learning outcomes of three experimental teaching units (ETUs) of athletics. The subjects (n=49) were 16 year olds. The ETUs represented three teaching environments; practice, practice and handouts, and classbased sessions.

This short research note commences with a review of the limited literature on psychometrics in coaching. It then presents results from a survey of over 100 UK and international coaches, and thus extends the findings presented as a poster at the first European Coaching Psychology Conference in December 2008. We note that psychometrics are of benefit to coach, coachee and the coaching process and highlight avenues for future research.

The ways in which various aspects of senior physical education courses should be assessed and whether some can, or indeed should be incorporated in external examinations, are matters of longstanding professional debate across Australia and internationally. Differences in current practice across Australasia reflect an ongoing lack of consensus about how assessment requirements and arrangements and particularly, examinations in senior physical education, can best address concerns to ensure validity, reliability, equity and feasibility. An issue never far from such debates is that of 'professional judgement' and more specifically, whether and how professional judgement does and/or should 'come into play' in assessment. This paper reports on research that has explored new approaches to examination assessment and marking in senior physical education, using digital technologies. It focuses specifically on the ways in which 'professional judgement' can be deemed to ...

Assessment in Education: Principles, Policy & Practice, 2010

Journal of Physical Education, Recreation & Dance, 2013

The European Proceedings of Social and Behavioural Sciences, 2016

This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Following on from pupil assessment in Chapter 9, we must be honest about our impact as teachers upon pupil outcomes. To this end continual reflection, self-awareness and lesson reviews are essential if we are to facilitate meaningful CARE Curriculum lessons. Guiding our thoughts on the importance of this process for enhanced practice is the work of Donald Schön (1983, 1987) and his concept of reflecting ‘in action, on action and for action’. With reference to reflecting on our lessons whilst they are in progress - in action - we encourage teachers to frame their thinking around the 4 learning domains but ultimately try to place themselves in their pupils’ place by answering the following: Are the pupils… 1. Having ‘fun’ – do they seem motivated and engaged in learning? 2. As active as possible – or are their lulls in movement that are not planned for? 3. Working towards the lesson’s learning intention/s? 4. Being challenged – and is this at the appropriate level? 5. Given an equal chance of experiencing success? 6. Able to make their own choices in some context? 7. Given the opportunity to communicate their ideas? Available in hard copy: https://www.amazon.co.uk/CARE-Curriculum-Physical-Education-Sport/dp/0995574464