Physical Education Teachers' Knowledge and Practice of Educational Assessment Based on Gender: A Survey

Abstract

this study was aimed towards investigating Physical Education teachers' assessment practices and competency during planning and implementing the assessment for the Physical Education subject. [1]Assessment Literacy Standards were used as a guide for the construction of items in the survey questionnaire used for collecting data intended for the study. The items were tested for validity and reliability (0.97) before being put to use for the collection of the required data. A total of 48 Physical Education teachers from 15 schools responded to the distributed questionnaires. The independent t test sample analysis showed no significance (t (46) = 0.890, p = 0.378). The data also revealed that there were no significant differences between the male teachers (M = 4.28, SD = .40) and female teachers (M = 4.17, SD = 0.47). Whereas, to measure the level of teacher practice using the assessment standard provided the values of t (46) = 0.852, and p = 0.399. The correlation between male and female teachers indicated that there was no significant mean where M = 3.62, SD = 0.43 for male teachers and M = 3.50, SD = 0.56 for female teachers. The relationship analysis of Kendall's tau-b product moment showed that there was a low and significantly positive correlation. Among the level of knowledge with the level of implementation practice in the assessment of male teachers obtained r = 0.64, p = 0.00, p <0.05 while female teachers obtained r = 0.47, p = 0.02, p <0.05. This study has revealed that the knowledge of the studied teachers has similarities with the implementations in the classroom.