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Theses and Dissertations
6-30-2017
Students’ Perception of the Self-Assessment Process in High Students’ Perception of the Self-Assessment Process in High
School Physical Education School Physical Education
Caitlan Peyton
Illinois State University
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STUDENTS’ PERCEPTION OF THE SELF-ASSESSMENT PROCESS IN HIGH SCHOOL
PHYSICAL EDUCATION
Caitlan Peyton
30 Pages
According to SHAPE America’s Executive Report (2016), the goal of physical education
is to address the needs of the whole child, by helping students exercise both their bodies and
minds, ultimately impacting all aspects of health. Within education, students are becoming
significantly and detrimentally disengaged, specifically within the assessment process. An
implicit aim of education is to enable students to become better judges of their own work by
engaging in self-assessment. The purpose of this study was to understand students’ perception of
the self-assessment process in physical education. Qualitative data was collected using a
questionnaire consisting of items relating to students’ perception of self-assessment in physical
education. Significant themes emerging from this study were that self-assessment helps improve
future performance, increases motivation and self-efficacy during physical education, and
increases communication between student and teacher. This study is significant in that it
provides evidence of the relationship between students’ perceptions of the self-assessment
process and their ability to make accurate judgments of their participation and performance
during physical education, as well as throughout life.
KEYWORDS: Motivation, Physical Education, Self-Assessment, Self-Efficacy, Student
Perception
STUDENTS’ PERCEPTION OF THE SELF-ASSESSMENT PROCESS IN HIGH SCHOOL
PHYSICAL EDUCATION
CAITLAN PEYTON
A Thesis Submitted in Partial
Fulfillment of the Requirements
for the Degree of
MASTER OF SCIENCE
School of Kinesiology and Recreation
ILLINOIS STATE UNIVERSITY
2017
© 2017 Caitlan Peyton
STUDENTS’ PERCEPTION OF THE SELF-ASSESSMENT PROCESS IN HIGH SCHOOL
PHYSICAL EDUCATION
CAITLAN PEYTON
COMMITTEE MEMBERS:
Skip M. Williams, Chair
Margo M. Coleman
Mary L. Henninger
i
ACKNOWLEDGMENTS
There are several people I would like to thank for their continued support throughout the
process of furthering my education. First, I would like to thank Dr. Skip Williams, my thesis
chair, for his constant encouragement and dedication to my success as a physical educator. I
would also like to thank the other members of my committee, Dr. Mary Henninger and Dr.
Margo Coleman, for their ongoing guidance and patience while completing the graduate
program. Lastly, I would like to thank my entire family, especially my husband Ryan, for their
endless encouragement and support to achieve my master’s degree. This incredible
accomplishment would not have been possible without everyone’s willingness and commitment
to help me along the way.
C. P.
ii
CONTENTS
Page
ACKNOWLEDGMENTS i
CONTENTS ii
CHAPTER I: STUDENTS’ PERCEPTION OF THE SELF-ASSESSMENT PROCESS IN
HIGH SCHOOL PHYSICAL EDUCATION 1
Introduction 1
Methods 4
Participants 4
PE Setting 4
Instrumentation 5
Data Collection Procedures 5
Data Analysis 7
Results 7
Discussion 12
CHAPTER II: EXTENDED LITERATURE REVIEW 17
Self-Efficacy and Assessment 17
Value of Assessment 19
Motivation and Assessment 20
Conclusion 21
REFERENCES 23
APPENDIX A: INFORMED CONSENT 25
APPENDIX B: AEROBIC PROJECT DESCRIPTION 26
iii
APPENDIX C: AEROBIC PROJECT SELF-ASSESSMENT 28
APPENDIX D: VALUE OF ASSESSMENT QUESTIONNAIRE 30
1
CHAPTER I: STUDENTS’ PERCEPTION OF THE SELF-ASSESSMENT PROCESS IN
HIGH SCHOOL PHYSICAL EDUCATION
Introduction
The National Commission on Excellence in Education referenced the United States as
becoming “academically obsolete” compared to other nations (Hushman, G., Hushman, C., &
Carbonneau, K., 2015). This statement sparked a nationwide effort to develop standards that
measure knowledge acquisition in specific content areas. The National Association for Sport and
Physical Education (NASPE) responded to the reform by creating the national content standards
for Physical Education (SHAPE America, 2016). Other states across the nation have since
adopted or created similar State specific physical education standards. (SHAPE America, 2016).
The system of standards is based on competency of motor skills, knowledge development, and
affective elements students need to achieve and maintain healthy lifestyles (Hushman et al.,
2015).
According to SHAPE America’s Executive Report (2016), the goal of physical education
is to address the needs of the whole child, by helping students exercise both their bodies and
minds, ultimately impacting all aspects of health. Physical education (PE) class is a logical place
for students to achieve high levels of physical activity (PA), which is widely associated with a
variety of health benefits, most importantly in the prevention of obesity and future chronic
diseases (Olivares, Cossio-Bolanos, Gomez-Campos, Almonacid-Fierro, & Garcia-Rubio, 2015).
Physical educators’ roles have been established as a major influencing factor in the promotion of
PA both in and outside of school. Unfortunately, students’ engagement in the learning process
has been shown to decline from elementary to high school, which many researchers credit to the
depersonalization of learning (Kearney & Perkins, 2014). The improvement of teaching and
2
assessment strategies in physical education is essential to actively engage students in the learning
process and ultimately promote higher levels of PA in students.
The primary goal of assessment should be seen as the enhancement of learning, rather
than simply the documentation of learning (SHAPE America, 2016). Traditional forms of
assessment practices are being questioned and educators are realizing the importance of engaging
students in the assessment process. According to Kearney (2013), students are significantly and
detrimentally disengaged during the assessment process, which is most likely the result of
traditional assessments that lack clear indicators of effectiveness.
When only teacher-assessment occurs, the student does not understand his or her role in
taking responsibility to improve subsequent performance (Boud, Lawson, & Thompson, 2013).
By creating a learning environment where there is a shared understanding of the assessment
process and the criteria for success, students become actively engaged in the learning process
rather than simply observing scores on a given evaluation (Kearney, 2013). Kearney (2013)
defined self-assessment as students’ involvement in identifying standards and/or criteria to apply
to their work and the ability to make judgments about the extent to which they met the criteria
and standards. Through this process, physical educators are empowering students to critically
reflect on their performance of a specific task (Kearney, 2013). According to Lopez-Pastor,
Fernandez-Balboa, Fraile-Aranda, and Santos-Pastor (2012), self-assessment requires higher
levels of student accountability, both in the design of their own learning and the assessment of
the learning process itself. By involving students in the assessment process, they become
stakeholders in their education. Rather than simply being assessed, they learn by conducting
assessments.
3
When considering student academic motivation, self-efficacy has proven to be a valuable
student outcome that can improve during classroom assessment. Self-efficacy refers to students’
judgments of how well they can perform a specific task, and how it influences their effort and
persistence (Alkharusi, Aldhafri, Alnabhani, & Alkalbani, 2014). When students have the skills
to make good judgments about their work, they are more prepared to know why and how their
performance can be improved (Boud et al., 2013). If assessment in physical education
emphasized the process of learning as much as the content of what is being learned, it would
increase students’ motivation and self-efficacy towards being successful learners and performers
during physical activity (Kearney & Perkins, 2014).
Professional organizations and public health agencies continue to advocate for and justify
the importance of physical education in our schools. With this increased support there is
increased accountability on physical educators to demonstrate the importance of physical
education (Welk, 2008). Research has asserted the significance that assessment has in supporting
and enhancing student learning and motivation. Welk (2008) proposed that if used properly,
physical activity and physical fitness assessments can enhance individual commitment to
physical activity, as well as provide valuable outcome measures to support home and community
participation in physical activity. For students to truly become physically educated, teachers must
increase students’ motivation and self-efficacy in the performance and evaluation of a variety of
health enhancing behaviors and skills (Lund & Shanklin, 2011).
Students spend a large amount of time engaging in assessment tasks; therefore, it is
necessary to look into the relationship between students’ perceptions of the assessment tasks, as
well as their self-efficacy towards assessment tasks during physical education (Alkharusi et al.,
2014). Teachers’ understanding of the role of assessment in students’ self-efficacy and
4
motivation could be enhanced by examining whether students who engage in self-assessment
increase their ability to make judgments of their participation and performance during physical
education. While assessment has been heavily researched, little work has been done to study
what occurs when students engage in self-assessment. The purpose of this study was to examine
students’ perception of the self-assessment process in physical education.
Methods
Participants
The school where the study took place has a population of approximately 2,090 students.
Data for the school indicates the following demographics: 66.1% Caucasian, 11.9% African
American, 7.7% Hispanic, 8.6% Asian, and 5.8% Multi-Racial. Additionally, 27% of the student
population is on the free/reduced lunch program. Participants were students (N = 34) in one
intact high school physical education class (n = 34/ F-33, M-1). The average age of participants
was 16 years old. The class, Dance Fitness, is one option students have when enrolling in
physical education. The school and participants were selected due to convenience sampling. One
certified PE teacher with eight years of experience conducted the self-assessment assignment.
PE Setting
This study was conducted at a high school in the Mid-Western United States (U.S.). One
fitness room and one classroom was used for this study. Students were in a cultural dance unit
and given an assignment to create an aerobic routine and then self-assess their individual
performance of the routine. All students completed the same project, self-assessment, and
questionnaire in the same setting.
5
Instrumentation
Aerobic project description. Students were given a copy of the project description prior
to creating their aerobic routine (see Appendix B). This instrument included students’
expectations throughout the process of completing their aerobic project. The project description
also included specific due dates.
Aerobic project self-assessment. The self-assessment consisted of a rubric that was used
by students to self-assess his or her individual performance (see Appendix C). The rubric was
based on a 3 point scale, with 3 points being “exceeds”, 2 points being “meets”, 1 point being
“does not meet”, and 0 points being “missing”. The following criteria were included in the self-
assessment: sequence of movement, dance concepts, performance, cues, energy and focus,
cultural theme, and time requirement.
Value of assessment questionnaire. The questionnaire consisted of eight open-ended
questions relating to students’ perception of the self-assessment process in physical education
(see Appendix D). The demographic information assessed in the questionnaire included gender
and age. For purposes of this research study, self-assessment referred to students’ involvement in
identifying standards and/or criteria to apply to their work and making judgments about the
extent to which they met these criteria and standards (Kearney, 2013).
Data Collection Procedures
Prior to the initiation of the research, approval was granted by the University, IRB and
district/school administration. A letter explaining the study procedures was sent home to
parents/guardians. Parents/guardians were provided the option to opt their student out of the
study. Students and parents were asked to sign and return the consent form if they chose to not
6
participate in the research study. All students completed the project, self-assessment, and
questionnaire, but only those with parental consent were analyzed for the research study.
Participants in this study were currently in a cultural dance unit. Students were taught
several cultural dances by the teacher, who followed the same guidelines and expectations given
to students for the aerobic project. Participants had multiple opportunities to practice each
criteria listed in the self-assessment rubric during this time. Students were provided a copy of the
project description, verbal explanation of the assignment, and the self-assessment rubric
approximately two weeks prior to videotaping. These documents were used to fully explain
expectations during the creation of students’ aerobic projects.
All students had the same amount of time to work on their aerobic projects during class
and submit a written copy of their individual routine on the specified due date. Each group was
assigned a specific date to present their routine during class. During this time, each student was
responsible for leading their individual routine, which was part of their entire group’s
presentation. The teacher videotaped each group’s routine. After all projects were presented and
videotaped, the teacher uploaded and shared each group’s video via Google Classroom. Students
were then asked to watch their group’s video and complete the rubric by self-assessing their
individual routine for each criteria listed.
Upon students’ self-assessment of their individual routine, they used the questionnaire to
respond to eight open-ended questions about the self-assessment process. The teacher
administered the questionnaire during one class period. The questions took approximately 30
minutes, and was preceded by a brief set of instructions about completing the questionnaire.
7
Data Analysis
Data produced from the value of assessment questionnaire was used to examine students’
perception of the self-assessment process in physical education. Participants’ responses to the
eight open-ended questions was analyzed through the process of open coding and constant
comparative techniques to identify initial themes and categories. To maintain trustworthiness,
students’ responses on the self-assessment were kept confidential and assured their responses
would not affect their overall grade for the project. Responses yielded little negative feedback
and did not contradict findings of this research, which served as a validity check.
Results
Participants in this study completed a questionnaire examining their perception of the
self-assessment process in physical education. The eight open-ended questions specifically
looked at whether or not this type of assessment increases students’ ability to make judgments of
their participation and performance during physical education. After analyzing the questionnaire
responses, three themes and commonalities emerged that are considered significant and
meaningful to this research study. Significant themes emerging from this study were that (1) self-
assessment helps improve future performance, (2) increases motivation and self-efficacy during
physical education, and (3) increases communication between student and teacher. These themes
are discussed below and are organized by each question from the value of assessment
questionnaire. Question eight simply asked for additional comments regarding the self-
assessment process, and did not yield any commonalities or trends amongst participants’
responses.
Prior to this experience, have you ever been given the opportunity to self-assess your
performance in physical education? Explain. Of the 34 participants, 24 stated that they have
8
not had the opportunity to self-assess their performance in physical education. Ten students
responded yes, indicating they have had prior experience with this type of assessment task during
physical education.
What aspects of the self-assessment process did you find valuable? Not find
valuable? Explain. Question two indicated three main areas that participants found valuable
within the self-assessment process: (1) Self-assessment helps improve future performance. One
student stated, “I liked being able to see my flaws, and know what I could do better on. I also
enjoyed that I could see what my peers saw from my teaching. I enjoyed giving myself helpful
criticism”. The second area participants found valuable was that (2) Self-assessment respects
students’ opinions. When explaining what aspects of the self-assessment process she found
valuable, another student commented, “I take self-assessment seriously and I value it because it
helps us understand that our teacher(s) know we put a lot of time and effort into this and respect
our opinions and thoughts of how we did”. The last area participants reported as valuable was
that (3) Self-assessment helps students better understand specific criteria on the rubric. There
were two main areas participants reported as not valuable within the self-assessment process: (1)
Not everyone will respond honestly, and (2) Self-assessment is time consuming. One student
stated, “I found being able to critique myself allows me to improve. I am judging myself,
therefore I know exactly what I need to do to improve AND how to improve. I believe the only
non-valuable trait of self-assessment is the time it takes to do it. But, because it helps me truly
improve and become a better student, I don’t mind the time too much”.
Does the self-assessment process encourage you to reflect on the learning that takes
place during the process of completing a final product? Explain. In response to question
three, 33 of the participants responded “yes”. When analyzing this question, there was one
9
common theme in participants’ responses. Almost every student indicated that the self-
assessment process helps improve performance, specifically by helping them successfully meet
criteria on the rubric. One student stated, “The self-assessment process does encourage me to
reflect on the learning because I am able to see how I perform tasks, which allows me to use this
to improve or fix things I did not realize I do”. Another student stated, “I felt like it encouraged
myself to reflect. I had perceived my dance in a different way when I was performing it than I
did when I was watching it”. The one student that responded “no” did not provide an
explanation.
Self-efficacy refers to your personal judgment of how well you can perform a
specific task (Alkharusi et al., 2014). Does your perception of the self-assessment process
increase your self-efficacy and motivation to improve performance during an assessment?
Explain. Of the 34 students, 29 indicated that engaging in self-assessment does help them
improve performance. One student stated, “Yes, seeing how I did in this assessment allows me to
focus on what to improve for another presentation. I can look at what I liked about my
presentation and what I will improve next time”. Another student explained her response by
saying, “It helps my self-efficacy and motivation because when I watch myself over again and
self- assess myself, I see my errors, and where I went wrong and how to fix it”. One student that
responded “no” stated, “To me personally it doesn't. The motivation for me comes from the
grade I could potentially get from a teacher if I don't try hard”.
How do you feel your participation in the self-assessment process will be or will not
be beneficial for future assessments and learning in physical education? Explain. When
analyzing students’ response to question five, almost all students stated that the self-assessment
process helps them better understand weaknesses of their performance and how those
10
weaknesses can be improved. One student stated, “I think it has helped me understand what the
teacher is looking for us to do during performances and I also feel like I need to push myself a
little bit more during the performances”. Additionally, several participants defended their
response and indicated that the self-assessment process takes into account students’ “personal
best”. One student stated, “I think it will be beneficial because it will let me know my capability,
my current performance, and how I can get better in the future”. Another student explained, “It is
beneficial to me. I am able to see what I did wrong because I know myself best. Self-
assessments give me the opportunity to see what I need to do to improve”.
Two students’ indicated that while this type of assessment was beneficial for this specific
project, they did not feel it was necessary for all assessment and learning in physical education.
One student wrote, “I don't think it's needed for everything, but this is a good process for this
assignment in particular”. Another student indicated that she did not feel physical education
teachers will use the self-assessment process often because there were not a lot of opportunities
to do so.
Does the self-assessment process increase communication between you and the
teacher? Explain. When asked if the self-assessment process increases communication between
students and the teacher, 27 students responded “yes”. Specifically, students felt that this process
helped clarify criteria on the rubric and answer questions during the process of completing the
final project. One student stated, “I think it does because we can ask the teacher what the rubric
means and ask how to accomplish something on the rubric”. Another student stated, “Definitely!
I think it is great to have this with a teacher because it opens a new door to understanding”.
A second theme in students’ responses to question six was that they appreciated how the
self-assessment process considered their personal perspective. One student stated, “Yes, I think
11
so because it gives another perspective on assessing ourselves. Such as, how I assess myself
could be different on how she assess' me but we both have reasons behind it and then we can
both can come up with a way to make me better”. Another student wrote, “Yes, it gives the
teacher the perspective of how the student feels about their performance, which should be an
important factor when grading (in my opinion)”.
Few students stated that the self-assessment process does not increase communication
between the student and teacher, specifically because it only does so if there are discrepancies
between the students’ assessment and teacher assessment. One student stated “I don’t think so
because we are probably just going to talk about the assignment when we have different opinions
on the rubric and I would probably talk to her as well if we didn't do the self-assessment and I
wouldn't agree with my grade”. Another student explained, “It doesn't really communicate any
communication between me and my teacher because all I do is fill out my self-assessment on
paper and hand it in for my teacher to look at. The only time it ever increases communication
with my teacher is if I put down something different than what my teacher has down”.
Do you feel the self-assessment process incorporates meaningful tasks that represent
real-world performance? Explain. Almost every students’ response indicated that they felt the
self-assessment process incorporates meaningful tasks that represent real-world performance.
Specifically, students feel that self-assessment is necessary in all aspects of life. One student
stated, “I think that by doing this self-assessment now allows me to mentally think about how
well I need to do things in the future. In the future, I may not sit down and physically have a
piece of paper to self- assess myself, but rather a mental chart to think about during day to day
life”. Another student explained, “The only thing that the self-assessment incorporates that is
meaningful is getting real with yourself and coming face to face with your work so you can
12
really see for yourself how you really did. Often times students will just look at their grade and if
they see a good grade they move on and don't think any further about their performance but self-
assessment forces you to look at the work that you did to get to the grade you get”.
There were three students who responded “no” to this question, but they did not provide
an explanation in their response. Some students indicated they felt indifferent to this question.
One student stated, “Yes and no at the same time because in the real world most likely you will
have a boss judging and grading your work but at the same time you have to be responsible
enough to judge your own and see if it is up to par”.
Discussion
The results of this study provide evidence of the relationship between students’
perceptions of the self-assessment process and their ability to make accurate judgments of their
participation and performance during physical education. The results are based on the
perceptions of physical education students who participated in the self-assessment process for
this study. The consensus among participants was that the self-assessment task does increase
students’ ability to make judgments of their participation and performance during physical
education, ultimately enhancing self-efficacy and motivation. There were few participants who
reported negative perceptions of the self-assessment process, but these students’ responses are
considered valuable and are discussed below to provide insight on how to improve areas within
the self-assessment task.
Almost all participants in this study believed that engaging in the self-assessment process
helps improve future performance in physical education. This is significant because it supports
SHAPE America’s (2016) theory that the primary goal of assessment should be seen as the
enhancement of learning, rather than simply the documentation of learning. Actively engaging
13
students in the assessment process increases students’ ability to understand his or her
responsibility in improving subsequent performance. According to Kearney (2013), teachers can
create a learning environment where there is a shared understanding of the assessment process
and the criteria for success, which engages students in the learning process rather than simply
observing scores on a given evaluation. Previous research has indicated that if teachers want
students to become stakeholders in their education, there needs to be increased student
accountability in the learning process itself (Lopez-Pastor et al., 2012).
To increase student accountability, however, educators must discuss the value of self-
assessment and the importance of student honesty when engaging in the self-assessment task. A
common concern among participants was that not everyone will be honest when self-assessing
their performance. One student stated, “I think this helped you realize what you did good on the
assignment and what you could have done better. It helps you for future assignments like this.
This could be bad if someone gives themselves a grade that is better than what they deserve”.
Educators must provide multiple opportunities for students to learn skills and increase
knowledge of engaging in the self-assessment process. When students value these skills, self-
assessment will become more significant and provide reliable data that allows for a meaningful
analysis of and value towards the learning process (Kniffin & Baert, 2015).
Research continues to defend the significance that assessment has in supporting and
enhancing student learning and motivation. Most participants in this study indicated that
engaging in the self-assessment process increases their motivation and self-efficacy in the
performance and evaluation of a variety of health enhancing behaviors. This is significant
because it supports previous research and shows that by creating a shared understanding of the
assessment process and the criteria for success, students have increased effort and persistence
14
towards being successful learners and performers during physical activity (Kearney, 2013). To
truly enhance students’ individual commitment to physical activity, it is incumbent upon those in
the field to understand the role of assessment in students’ self-efficacy and motivation.
Some students indicated they felt the self-assessment process neither increased nor
decreased their self-efficacy and motivation to improve future performance during an
assessment. Specifically, students felt that regardless of what environment they are in, there will
always be a superior to assess them and that is where motivation comes from. When asked if the
self-assessment process incorporates meaningful tasks that represent real-world performance,
one student stated, “In some cases, yes. For example, when you are just doing day-to-day tasks,
as an individual you have to assess it because someone doesn’t do that for you. But, in work, one
typically has a boss to assess him or her”. While there is truth to this statement, involving
students in the self-assessment process empowers them to critically reflect on their performance
of a specific task and increases their ability to make judgments about the extent to which they
met the criteria and standards for that task (Kearney, 2013). When students have these skills,
they become active participants in their own learning and are more prepared to be successful
learners and performers in all aspects of life.
Previous research has concluded that there are several benefits to using a variety of
assessment methods to maximize student learning. One benefit, according to Kniffin and Baert
(2015), is that using a variety of assessment tools can increase communication between the
teacher and student. The findings from this research study support this idea, as several
participants reported using the self-assessment process to prompt communication with the
teacher regarding their participation and performance of the aerobic project. Numerous
15
participants stated that it also provided structure and improved effectiveness for feedback
between student and teacher.
Most participants indicated in their responses that they did feel the self-assessment
process prompted additional feedback between the student and teacher. One student stated, “The
valuable part is that you get to assess yourself and give your input on how you did in a project.
What I did not find valuable is that sometimes the teacher doesn’t talk to you about why you
chose what you chose. They will just give you what they think you deserve”. Another student
stated in her response, “Depends on what type of teacher it is. Some teachers just give the self-
assessment to waste class time and nothing else. But some teachers would communicate with
you to see why you graded yourself the way you did”. When used properly, self-assessment can
increase communication between the teacher and student. For students to benefit in this area,
educators must use this tool to provide individual students with feedback and knowledge of
performance during PE. This form of assessment should be used to provide a structure that
allows teachers to effectively interact with and personalize learning for students, which can
provide valuable information regarding students’ progress and participation during physical
activity.
Assessment in education is one factor that continues to impact students’ learning, and
physical education is no exception. The findings from this study extend previous research in the
field of assessment, specifically looking at the self-assessment process in physical education.
Results from this study show that self-assessment helps improve future performance, increases
motivation and self-efficacy during physical education, and increases communication between
student and teacher. These are all traits of meaningful assessments, which help contribute to the
perceived positive value of participating in PE (Kniffin & Baert, 2015). Previous research has
16
found that students who perceive assessment criteria as clear and attainable are more likely to
show high levels of self-efficacy and motivation, and therefore approach the assessment with
increased enthusiasm and persistence (Alkharusi et al., 2014). The findings of this research study
support this notion within physical education, showing that when students perceive assessments
as valuable, they are more likely to have positive attitudes toward future participation and
performance during physical education.
17
CHAPTER II: EXTENDED LITERATURE REVIEW
Students spend a large amount of time engaging in assessment tasks; therefore, it is
necessary to look into the relationship between students’ perceptions of the assessment tasks, as
well as their self-efficacy towards assessment tasks during physical education (Alkharusi et al.,
2014). Teachers’ understanding of the role of assessment in students’ self-efficacy and
motivation could be enhanced by examining whether students who engage in self-assessment
increase their ability to make judgments of their participation and performance during physical
education. The purpose of this study is to examine students’ perception of the self-assessment
process in physical education. This review of literature is organized into three sections: (a) self-
efficacy and assessment, (b) value of assessment, and (c) motivation and assessment.
Self-Efficacy and Assessment
In their study of secondary school students, Olivares et al. (2015) reported that the
maintenance of health enhancing behaviors during adolescence is essential for the prevention of
obesity and the development of chronic diseases, therefore it is critical to examine what factors
contribute to adolescents’ participation in physical activity. Adolescence is an important period
of time where habits are acquired, and many of these habits contribute to students’ continued
involvement and participation in physical activity. School-based physical education has been
strongly endorsed by numerous public health agencies and professional organizations as an
essential aspect of reversing the obesity epidemic in our youth (Welk, 2008). Physical education
teachers have the opportunity to increase students’ motivation to be physically active, both in
and out of PE class (Olivares et al., 2015).
Teachers need to carefully consider how and why they are assessing. According to
Kniffin and Baert (2015), assessment should measure learning, be continuous, informative, and
18
dynamic. There are several benefits to using a variety of assessment methods, all of which
maximize student learning. According to Kniffin and Baert (2015), benefits include
communication, engagement, ownership, value, and reflection. By recognizing these potential
benefits, both the teacher and the student can be supported and the assessment tasks can help
determine where students are in the learning process (Kniffin & Baert, 2015).
Historically, teachers have assessed to measure student performance and whether or not
they are meeting the learning objectives, as well as to improve teaching strategies within the
curriculum (Kniffin & Baert, 2015). According to Kniffin and Baert (2015), students benefit
most when they are given the opportunity to carefully reflect on what they are learning. It is
essential that teachers bridge this gap and facilitate the process by which students truly reflect on
their performance, making them active participants in their own learning (Kniffin & Baert,
2015).
When used properly, assessment tools can increase communication between the teacher
and student, which enhances the learning experience. According to Kniffin and Baert (2015),
physical educators often assume that if students are moving, they are learning. The authors’
research shows, however, that the basic principal of motor learning for any motor skill must be
preceded by a cognitive understanding of what is to be learned and how to learn it. Using
assessment tools that prompt the teacher to provide individual students with feedback and
knowledge of performance during PE provides students with important information regarding
their progress and participation during physical activity (Kniffin & Baert, 2015). Not only does
this increase communication between students and teachers, it provides a structure that allows
teachers to effectively interact with and personalize learning for students.
19
Value of Assessment
Researchers have long examined how students feel about themselves as people and as
learners (Peha, 2006). Although few researchers have studied the relationship between self-
efficacy and self-assessment, Munoz and Guskey (2015) state that the first goal of sound
classroom assessment practices is to ensure that grades are meaningful. Engaging students in the
assessment process increases educators’ ability to meet students’ evolving needs, as well as
provides multiple opportunities for students to demonstrate a high level of understanding of
content.
In order for students to value physical education and physical activity, assessment must
be based on a quality standards based curriculum that is designed to meet the needs of all
students. Physical education should provide students with the skills, knowledge, attitudes, and
abilities to become physically literate and commit to a healthy and active life (Kniffin & Baert,
2015). According to Kniffin and Baert (2015), meaningful assessments, such as self-assessment,
help contribute to the perceived positive value of participating in PE. According to Kniffin and
Baert (2015), if students value the skills learned in class, assessments become more meaningful,
which provide reliable data that allows for a meaningful analysis of and value towards the
learning process. If students enjoy physical education and perceive the content as useful, they are
more likely to have positive attitudes toward lifelong participation in physical activity.
According to Welk (2008), the ongoing emphasis on health and wellness has identified
the promotion of lifetime physical activity as the overall goal of physical education. To promote
sustainable learning, it is recommended that all aspects of the teaching and learning continuum,
including assessment practices, be directed towards engaging students in the process. Kearney
(2013) elaborates on this idea, explaining that when we assess for the benefit of both the student
20
and ourselves, not in an exclusively evaluative way, we are able to engage students in the
authentic manifestation of our class with regards to the real world application. Research supports
the value of self-assessment and its’ capacity to promote autonomous learning, which makes it a
significant factor of sustainable learning and students’ lifelong commitment to participation in
physical activity (Kearney, 2013).
Motivation and Assessment
Within education, determining whether a student is progressing appropriately occurs
through assessment. However, opinions’ regarding assessment in physical education varies
greatly (Baghurst, 2014). The process of assessing students’ performance and knowledge has
long been one of the main responsibilities of the teacher (Alkharusi et al., 2014). More recently,
research has examined self-assessment as a valuable tool for students to learn how to critique
their own performance against that of the teacher. Peha (2006) developed a framework that
incorporates self-assessment into the grading process, turning a traditionally adversarial task into
a cooperative process where both students and teachers can feel their voice is being heard. When
carried out properly, the process of student self-assessment can be empowering and effectively
contribute to student learning (Lopez-Pastor et al., 2012).
Given the importance of assessment in today’s educational climate, teachers must find
ways to increase the effectiveness of teaching and most importantly improve student learning.
According to Boud et al. (2013), there are several methods of assessment, specifically those used
for summative purposes, which effectively deny students the opportunity to take such
responsibility. It is important that physical educators value assessment and do not simply assess
on administrative criteria rather than assessing students on what was taught and learned.
Kearney’s (2013) research found that self-assessment is one method of evaluation that has shown
21
to increase students’ critical thinking skills and help improve their understanding of the process
of assessment. One of the implicit goals of assessment is to enable students to become better
judges of their own work and performance, therefore research has long supported the idea that
students have the ability to accurately assess their performance on assessment tasks (Boud et al.,
2013).
When students are engaged in an assessment task, there is an increased probability of
ownership and value. Kniffin and Baert (2015) state that when students are given the
responsibility to monitor their own learning through self-assessment and/or shared assessment,
they are investing in the teaching and learning process, which promotes student ownership of the
lesson. This process increases student accountability and empowers students to improve (Kniffin
& Baert, 2015).
Conclusion
Assessment in education is one factor that continues to impact students’ learning, and
physical education is no exception. When assessment becomes part of the learning process and
not simply something that occurs at the end of a lesson, it can be seen as the enhancement of
learning, rather than simply the documentation of learning (SHAPE America, 2016). Baghurst
(2014) reported that assessment is necessary to help ensure a quality physical education program
for students, to offer feedback to teachers concerning their performance and the effectiveness of
their programs, and to provide program justification. Effective evaluation practices in physical
education are essential to help students understand their progress in the achievement of health
enhancing behaviors and levels of fitness (Welk, 2008).
SHAPE America’s Executive Report (2016) states that effective physical education
should increase students’ physical activity in an environment that provides students with the
22
knowledge and skills they need to live a healthy lifestyle. According to Alkharusi, Aldhafri,
Alnabhani, and Alkalbani (2013), students are exposed to a wide variety of daily assessment
tasks within this environment, and it is during this time that they develop personal beliefs about
the significance, utility, and value of the assessments. Physical education students are more
likely to perform tasks they perceive as valuable and underpin a lifelong commitment to
participation in physical activity. Alkharusi et al. (2014) examined students’ self-efficacy,
finding that traditional assessment methods tend to have a negative impact on students’ self-
efficacy and their perception of the relationship between the assessment and planned learning.
Students who perceive the assessment criteria as clear and attainable are more likely to show
high levels of self-efficacy and motivation, and therefore approach the assessment with increased
enthusiasm and persistence (Alkharusi et al., 2014).
23
REFERENCES
Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2014). Classroom assessment:
Teacher practices, student perceptions, and academic self-efficacy beliefs. Social
Behavior & Personality: An International Journal, 42(5), 835-855. DOI: 10.2224.
Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2013). The impact of students’
perceptions of assessment tasks on self-efficacy and perception of task value: A path
analysis. Social Behavior & Personality: An International Journal, 41(10), 1681-1692.
DOI: 10.2224.
Baghurst, T. (2014). Assessment of effort and participation in physical education. The Physical
Educator, 71(3), 505-513.
Boud, D., Lawson, R., & Thompson, D.G. (2013). Does student engagement in self-assessment
calibrate their judgment over time?. Assessment & Evaluation In Higher Education,
38(8), 941-956. DOI: 10.1080.
Hushman, G., Hushman, C., & Carbonneau, K. (2015). Addressing educational reform:
Exploring PE metrics as a system to measure student achievement in physical education.
The Physical Educator, 72, 179-191.
Kearney, S. (2013). Improving engagement: The use of ‘authentic self- and peer-assessment for
learning’ to enhance the student learning experience. Assessment & Evaluation In Higher
Education, 38(7), 875-891. DOI: 10.1080.
Kearney, S. & Perkins, T. (2014). Engaging students through assessment: The success and
limitations of the ASPAL (Authentic Self and Peer Assessment for Learning) Model.
Journal of University Teaching and Learning Practice, 11(3), 1-16.
Kniffin, K.M. & Baert, H. (2015). Maximizing learning through assessment in middle and high
school physical education. Journal of Physical Education, Recreation & Dance, 86(4), 7-
16. DOI: 10.1080.
Lopez-Pastor, V.M., Fernandez-Balboa, J., Fraile-Aranda, A.F., & Santos-Pastor, M.L. (2012).
Students’ self-grading, professor’s grading and negotiated final grading at three
university programs: Analysis of reliability and grade difference ranges and tendencies.
Assessment & Evaluation in Higher Education, 37(4), 453-464. DOI: 10.1080.
Lund, J. & Shanklin, J. (2011). The impact of accountability on student performance in a
secondary physical education badminton unit. The Physical Educator, 210-220.
Munoz, M.A. & Guskey, T.R. (2015). Standards-based grading and reporting will improve
education. Phi Delta Kappan, 96(7), 64-68. DOI: 10.1177.
24
Olivares, P.R., Cossio-Bolanos, M.A., Gomez-Campos, R., Almonacid-Fierro, A., & Garcia-
Rubio, J. (2015). Influence of parents and physical education teachers in adolescent
physical activity. International Journal Of Clinical Health & Psychology, 15(2), 113-
120. DOI: 10.1016.
Peha, S. (2006). The 3P grading system: An easier, faster, better way to evaluate students and
their work. Teaching That Makes Sense, Inc., 1-53. Retrieved September 10, 2015, from
www.ttms.org.
SHAPE America (2016). Shape of the Nation – Status of Physical Education in the USA. Reston,
VA: Author.
Welk, G.J. (2008). The role of physical activity assessments for school-based physical activity
promotion. Measurement in Physical Education and Exercise Science, 12, 184-206. DOI:
10.1080.
25
APPENDIX A: INFORMED CONSENT
Dear Parent and/or Guardian,
My name is Caitlan Peyton and I am your student’s physical education teacher. I am
currently a graduate student at Illinois State University under the direction of Dr. Skip Williams
in the Department of Kinesiology and Recreation. I am conducting research to examine physical
education students’ perception of self-assessment and whether or not this process increases
student’s self-efficacy and motivation during physical education.
Students’ performance of their Dance Fitness Aerobic Project will be videotaped during
class. Following the videotaping, students will use a rubric to self-assess his/her individual
performance. Students will also complete a questionnaire consisting of items relating to their
perception of self-assessment in physical education.
I am requesting your student’s participation, which will involve being videotaped and
completing the self-assessment and reflection questions. Your student’s participation in this
study is voluntary. If you choose to have your student opt out, it will not affect his or her grade.
Additionally, if your student chooses to withdrawal from the study at any time, there will be no
penalty.
There are no risks associated with participation in this study beyond those of everyday
life. This study may increase physical educators’ ability to accurately and effectively assess
student performance in physical education. Your student’s name, responses, and data will be kept
confidential and no personal information will be disclosed.
If you do NOT give your student permission to participate in this research study, or if you
have any questions concerning your student’s participation, please e-mail me at [email protected]. If
you have questions regarding your student’s rights as a subject/participant in this research study,
or if you feel you or your child have been placed at risk, you can contact the Research Ethics and
Compliance Office at Illinois State University at (xxx) xxx-xxxx.
Sincerely,
Caitlan Peyton
26
APPENDIX B: AEROBIC PROJECT DESCRIPTION
Dance Fitness, Spring 2017
Group Members:
Culture:
1. For this project, you will create an original aerobics routine with members of your group
to be presented and taught to the class. Presentations will begin the week of X (exact
day TBD).
2. Each group will be assigned a specific culture. Important aspects of your group’s culture
should be evident throughout your routine. Music selections should also represent the
specific culture. More than one person should have access to your group’s music.
Everyone must have access to the music selection for their individual routine. Group
music selections are due X.
3. All group members must be actively engaged in the preparation and presentation of your
routine.
4. Each of you will submit a typed routine. Make sure you have your own copy, I will not
return it. Individual typed routines are due X.
5. This assessment will include my evaluation of your individual routine, as well as a group
evaluation of the entire routine. You will also complete a self-assessment of your
individual routine.
6. Individually, you are responsible for creating and leading 5 minutes of instruction for
your group’s routine. You are then responsible for teaching and learning all group
member’s routine prior to class presentations.
7. Your group must be prepared to present at any time. If you are absent on the day your
group performs, you will teach the class your section when you return.
8. I expect you to be well prepared for class and participate fully, as usual. Daily
participation points must be earned. Expectations include:
Come to class every day, on time. Be in your crew when the bell rings, ready to
participate.
Bring everything with you to class. You are not allowed to re-enter the locker
room.
Follow directions the first time they are given.
Use your class time wisely. Otherwise, you will not be given class time.
Do not let phones be a distraction. They should only be used for this project.
Do not dismiss yourself at the end of class.
Always do your best.
Practice your routine the way you want to perform it.
ALWAYS BE UP AND MOVING. NO SITTING.
9. During presentations, I expect you to give 100%. Work hard and be respectful for other
groups, especially if you expect the same in return.
10. After your aerobic project is presented, I will upload your routine and share it with each
of you on Google Drive. As you watch your presentation, you will use the attached rubric
to self-assess your individual routine.
27
GENERAL EXPECTATIONS:
Movement should be continuous and without interruption- everyone should continue
moving between pattern changes and transitions
Speak loud enough for everyone to hear you- do not be wordy and use at least 5 cues
that are effective in leading your choreography
Have fun and be enthusiastic for the class- the class will feed off your energy
Refer to the attached rubric for detailed expectations
INDIVIDUAL SECTION REQUIREMENTS:
1. Warm-ups
No more/less than 5-6 minutes in length
Gradually increase heart rate
Include flexibility and stretching moves for all major muscle groups (upper body:
abdominal, pectoral, deltoid, trapezius, latissimus dorsi, erector spinae, biceps, and
triceps; lower body: quadriceps, hamstrings, gastrocnemius, soleus, and gluteus)
Layer patterns and combine muscles when stretching- do not just stand and perform
static stretches
2. Workout
No more/less than 5-6 minutes in length
Intensity should gradually increase and decrease, with the highest intensity in the
middle of the routine
Each person should transition in at a similar intensity of the previous routine
Your goal is to get everyone in their Target Heart Rate Zone (140-185 BPM)
Your individual routine should include multiple patterns that build on each other
(layering).
o Pattern 1: Start simple (wide bend walk with arms on hips), repeat left, add
arms
o Pattern 2: Start simple (point front, slide, lift up, find knee), add movement
(add arms)
o Combine pattern 1 and pattern 2
These two patterns create one set. You are expected to have at least
eight patterns. Repeat this process throughout your entire section.
Eventually you can combine sets, increase tempo, etc.
3. Cool-down
Must be different from the warm-up
No more/less than 5-6 minutes in length
Gradually decrease heart rate
Include flexibility and stretching moves for all major muscle groups (upper body:
abdominal, pectoral, deltoid, trapezius, latissimus dorsi, erector spinae, biceps, and
triceps; lower body: quadriceps, hamstrings, gastrocnemius, soleus, and gluteus)
Layer patterns and combine muscles when stretching- do not just stand and perform
static stretches
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APPENDIX C: AEROBIC PROJECT SELF-ASSESSMENT
Name:
Origin of Dance:
Directions: After your aerobic project is presented, I will upload your routine and share it with
you on Google Drive. As you watch your presentation, you will self-assess your individual
routine for each criteria below.
Aerobic Project Self-Assessment
Criteria
0 Points
(missing)
1 Point (does not
meet)
2 Points (meets)
3 Points
(exceeds)
Sequence of
Movement
I made little or no
attempt to create a
clear sequence of
movement in my
routine.
I created little
sequence of
movement that
included less than
8 patterns, with
minimal layering
and repeating.
I created a clear
sequence of
movement that
included at least 8
patterns, with
sufficient layering
and repeating.
I created a
sequence of
movement that
included more
than 8 patterns,
with exceptional
layering and
repeating.
Dance Concepts
I made little or no
attempt to create
dynamic
movements,
pathways, and/or
different body
levels in my
routine.
My routine lacked
dynamic
movements and
pathways, and did
not incorporate
each different
body level at least
1 time (low,
medium, and
high).
My routine
consisted mostly
of dynamic
movements and
pathways, and
incorporated each
different body
level at least 1
time (low,
medium, and
high).
My routine
consisted
primarily of
dynamic
movements and
pathways, and
incorporated each
different body
level more than 1
time (low,
medium, and
high).
Performance
I made little or no
attempt to keep
rhythm, perform
smooth
transitions, and/or
demonstrate
knowledge of my
routine.
I showed little
rhythm with the
music and/or
counts by having
more than 2 errors
during my routine
and not
performing
smooth transitions
between all
sections.
I showed rhythm
with the music
and/or counts by
having no more
than 2 errors
during my routine
and performing
smooth transitions
between all
sections.
I showed
exceptional
rhythm with the
music and/or
counts by having
less than 2 errors
during my routine
and performing
smooth transitions
between all
sections.
29
Cues
I made little or no
attempt to use
cues that were
effective in
leading my
choreography.
I used less than 5
cues and/or cues
were not effective
in leading my
choreography.
I used at least 5
cues that were
effective in
leading my
choreography.
I used more than 5
cues that were
effective in
leading my
choreography.
Energy and
Focus
I made little or no
attempt to
demonstrate
confidence, focus,
energy, and/or
expression in my
routine.
I demonstrated
little confidence,
focus, energy, and
expression
throughout my
routine.
I demonstrated
confidence, focus,
energy, and
expression
throughout my
entire routine.
I demonstrated
substantial
confidence and
focus, as well as
exceptional
energy and
expression
throughout my
entire routine.
Cultural Theme
I made little or no
attempt to
incorporate dance
moves specific to
my group’s
culture.
My routine
consisted of less
than 3 dance
moves specific to
my group’s
culture, and/or my
music selection
did not effectively
represent my
group’s culture.
My routine
consisted of at
least 3 dance
moves specific to
my group’s
culture, including
my music
selection.
My routine
consisted of more
than 3 dance
moves specific to
my group’s
culture, including
my music
selection.
Time
Requirement
I made little or no
attempt to meet
the time
requirement for
my routine.
My routine was
more than 1
minute under/over
the time
requirement.
My routine was
no more than 1
minute under/over
the time
requirement.
My routine met
the time
requirement and
was no more/less
than 5-6 minutes.
Comments: Total: /21
30
APPENDIX D: VALUE OF ASSESSMENT QUESTIONNAIRE
Directions: Respond to the following open-ended questions about self-assessment to the best of
your ability (Kniffin & Baert, 2015). Self-assessment refers to your involvement in identifying
standards and/or criteria to apply to their work and making judgments about the extent to which
they met these criteria and standards (Kearney, 2013).
Age:
Gender:
1. Prior to this experience, have you ever been given the opportunity to self-assess your
performance in physical education? Explain.
2. What aspects of the self-assessment process did you find valuable? Not find valuable?
Explain.
3. Does the self-assessment process encourage you to reflect on the learning that takes place
during the process of completing a final product? Explain.
4. Self-efficacy refers to your personal judgment of how well you can perform a specific
task (Alkharusi et al., 2014). Does your perception of the self-assessment process
increase your self-efficacy and motivation to improve performance during an assessment?
Explain.
5. How do you feel your participation in the self-assessment process will be or will not be
beneficial for future assessments and learning in physical education? Explain.
6. Does the self-assessment process increase communication between you and the teacher?
Explain.
7. Do you feel the self-assessment process incorporates meaningful tasks that represent real-
world performance? Explain.
8. Are there any additional comments you would like to make in relation to the self-
assessment process and your own experience undertaking this form of assessment?
