Assessment Strategies in Physical Education: Teachers’ Perceived Knowledge Employed in their Teaching at the Senior High Schools

Assessment Strategies in Physical Education: Teachers’ Perceived Knowledge Employed in their Teaching at the Senior High Schools

George Kpor^1*, Richmond Stephen Sorkpor², Seibu Munkaila², Razak Adamu³

¹Science department, Ghana National College, Cape Coast, Ghana

²Health Physical Education, Recreation and Sports (HPERS), University of Education, Winneba, Ghana

³Science department, Edinaman SHS, Elmina, Ghana

^*Corresponding author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.906000258

Received: 29 May 2025; Accepted: 09 June 2025; Published: 10 July 2025

ABSTRACT

Assessment strategies constitute a comprehensive set of documentation essential for evaluating competency components in Physical Education; however, literature is yet to report on the Physical Education teachers perceived knowledge and assessment strategies employed in their teaching at the Senior High School level. Therefore, this study investigated the Physical Education teachers perceived knowledge of assessment strategies in Senior High Schools. The study employed an explanatory sequential mixed method design to collect quantitative and qualitative data from 178 Physical Education teachers using a questionnaire and an interview guide through a census sampling technique. The findings of the quantitative showed that teachers possessed a high degree of expertise in the usage of assessment strategies through employing a diverse array of assessment strategies, including but not limited to demonstration, skill tests, student observation, peer observation, rubrics, checklists, and written tests whereas that of the qualitative reaffirmed and better explained the quantitative findings. The study provides compelling evidence that a significant majority of 78.9% of Physical Education (PE) teachers in Senior High Schools (SHS) in the Central Region possess a high knowledge regarding the use of assessment strategies. The study’s conclusions presented a multifaceted overview of the assessment strategies employed by Physical Education (PE) teachers in Senior High Schools (SHS) in the Central Region. The implications for these findings are detail discussed as they hold significant implications for both pedagogy and curriculum development.

Keywords: Assessment Strategies, Physical Education, Teachers

INTRODUCTION

In recent years, educational research has experienced a paradigm shift, transitioning from a teacher-centered to a learner-centered approach [76]. This change has sparked greater emphasis on the role of assessment in enhancing learning and has prompted a reevaluation of both its objectives and methods [2]. A growing body of research delves into assessment literacy, examining dimensions such as teachers’ use of assessment techniques, the impact of these practices on student learning, student involvement in the learning process, and the influence of teachers’ identities and sociocultural contexts on assessment practices [50] Globally, assessment is increasingly recognized as a crucial driver of educational reform and development [43]. However, it remains an underemphasized component in Physical Education (PE) programs [31]. [78] underscores the importance of assessment in effective teaching, as teachers are expected to utilize it to make informed judgments about student progress and to refine their teaching approaches [18, 17, 26, 52, 74].

To maintain PE as a vital part of the curriculum, assessments must reflect best practices, including timely and constructive feedback from teachers [77] In Ghana, where holistic education is prioritized, PE plays an integral role in the development and well-being of Senior High School students. As such, employing effective assessment methods is essential for realizing the full benefits of PE. The concept of assessment literacy is central to delivering high-quality assessments, as it enables both teachers and students to understand the learning process and outcomes [1]. Previously, assessment literacy focused on implementation, but it now includes interpreting how assessments impact learning, with students becoming more actively involved in the evaluation process [28]. Assessment is increasingly viewed as a collaborative process conducted with students rather than done to them.

In the field of PE, teachers utilize various assessment strategies to track and improve students’ physical fitness and skill development. As a result, assessment plays a critical role in evaluating student progress and shaping instructional decisions [58]. Assessment is highly valued in the educational system for its influence on academic performance. A well-designed assessment plan can foster critical thinking, motivate learning, and serve as a tool to evaluate teaching effectiveness [58]. Assessments are generally classified into two types: formative and summative. Formative assessments, also referred to as “assessment for learning,” are used to monitor and enhance student learning through diagnostic tools that allow for timely interventions [6, 59]. These include quizzes, assignments, presentations, and classroom tests, which help students engage in their learning and take responsibility for their academic growth [73]. Summative assessments, on the other hand, evaluate students at the end of a learning period and help inform decisions related to placement, certification, and grading [75]. Summative assessments offer a comprehensive summary of students’ achievements, providing a benchmark for their progress and mastery in a particular subject area [56].

Teachers play a vital role in conducting effective assessments and must possess a strong understanding and readiness to implement high-quality assessment strategies. [48] emphasize that improved assessment skills among teachers help prevent classroom challenges and support better student outcomes. In the PE context, effective teachers integrate assessment into the learning process, challenging the notion that assessment is separate from instruction [37]. Assessment strategies serve as documentation tools that assess a range of competencies within the PE curriculum. These tools not only assist in skill development but also help identify students’ needs, track progress, and evaluate the effectiveness of teaching methods [4, 8, 62]. Whether traditional or authentic, a well-structured assessment process offers substantial benefits to a PE program.

Classroom assessment strategies fall into two primary categories: traditional and authentic [71]. Traditional methods, such as exams, quizzes, and textbook exercises, are primarily teacher-driven, whereas authentic assessments, such as group projects, presentations, journals, and portfolios, are more student-centered. Authentic assessments, rooted in real-world scenarios, encourage critical thinking and problem-solving skills [31]. However, the prevailing assessment model in Ghana continues to rely heavily on traditional testing, with limited formal teacher training in authentic assessment methods [42]. Teachers’ assessment practices can be examined through self-reports or external observations [70], and these practices often vary significantly depending on school environments and individual preferences [16]. [64] found a mix of traditional and alternative methods in teachers’ assessment approaches, while [75] highlighted the necessity of ethical considerations in assessment, such as validity, reliability, fairness, and relevance, to ensure informed decision-making.

Teachers’ understanding of assessment is essential in the educational system, as they must master various aspects of instruction and evaluation. Scholars such as [53], and [58] advocate for teachers to develop foundational assessment competencies, given the amount of time they dedicate to assessment-related tasks. [36] argue that without a solid understanding of learning objectives, teachers cannot effectively facilitate student growth. The intersection of subject knowledge and assessment practices further underscores the importance of content knowledge in curriculum planning and instructional decisions [19]. Content knowledge, which refers to the specific subject matter that teachers must teach and students must learn [32], encompasses core concepts, principles, relationships, and applications within a subject [65]. Research has shown that teachers with a strong grasp of subject content tend to be more effective in their teaching, which significantly influences student achievement [63, 60] Because assessment design is grounded in subject knowledge, the connection between teachers’ mastery of con tent and student outcomes is crucial [32].

Despite the central role assessment plays in education, many PE teachers in Ghana lack sufficient knowledge of effective assessment strategies. This study seeks to explore the level of assessment knowledge and practice among Senior High School PE teachers in the Central Region. The aim is to provide insights that will improve the effectiveness of assessments in PE and promote student development according to best practices within the Ghanaian educational framework.

Research indicates that demographic factors, particularly teaching experience, significantly influence assessment practices [33]. [16] asserts that teacher-related variables are crucial for understanding educational outcomes, as they help identify trends and inform planning. In a study of 48 PE teachers across 15 schools, [78] found minimal gender differences and a low but positive correlation between teachers’ assessment practices and their planning and implementation capabilities. While teachers demonstrated knowledge of assessment, the challenge lay in applying this knowledge effectively in practice.

Given that PE focuses on both physical skill development and cognitive growth, teachers’ assessment literacy is fundamental. A strong understanding of assessment enables PE teachers to evaluate students’ physical abilities, cognitive knowledge, and overall progress effectively [7]. This knowledge helps educators design appropriate learning experiences, set achievable goals, and provide meaningful feedback. Several factors influence a PE teacher’s assessment knowledge, including academic background, professional training, teaching experience, ongoing professional development, collaboration with peers, and participation in workshops and conferences [13]. [76] found that extended teaching or athletic experience did not necessarily correlate with greater pedagogical or content knowledge, suggesting that curricular access and task quality play crucial roles in shaping effective instruction. While some studies, such as those by [93] and [5], found no significant relationship between teaching experience and assessment practice, others, like [11] and [63], discovered a positive correlation.

[57] recommend that engaging in peer learning and sharing best practices helps PE teachers refine their assessment methods and stay current with developments in the field. Although most PE teachers possess basic knowledge of assessment strategies, disparities in the depth of understanding remain due to differences in pre-service education and exposure to comprehensive assessment techniques [39]. Consequently, teachers may vary in their ability to design valid and reliable assessment tools, analyze student outcomes, and use data to inform teaching decisions. A strong grasp of assessment also enables teachers to address students’ diverse needs and create inclusive learning environments [49].

Despite growing attention to assessment in PE, limited research directly addresses PE teachers’ assessment knowledge. Several studies have attempted to bridge this gap using various methods. For example, [35] examined the use of peer assessment in PE and found that, although teachers viewed it positively, they often lacked the skills and knowledge to implement it effectively. [52] identified four principles of Assessment for Learning (AfL): involving students in evaluating their progress, clarifying learning goals, sharing success criteria, and offering developmental feedback. [92] argue that while these principles cover several assessment strategies, they remain “tight but loose,” allowing for flexibility in application. Researchers like [32], [38], and [43] affirm that assessment should be an integral part of the teaching-learning process. According to [14], embedding assessment in instruction allows teachers to better recognize student needs and adjust teaching strategies accordingly.

This study is underpinned by [85] Theory for Classroom Assessment Practice, which highlights the importance of aligning assessments with students’ needs and learning preferences. Although the theory has been influential, it also has limitations, including its failure to address external factors like institutional policies and the role of technology in shaping modern assessment practices. Nevertheless, the theory provides valuable insights into how teachers’ beliefs influence their assessment decisions, and it continues to guide classroom-based assessment practices

Research Questions

The following questions guided the study:

1. What assessment strategies are commonly used by Physical Education teachers?
2. What is the perceived knowledge of Physical Education teachers in Senior High Schools in the Central Region regarding the use of assessment strategies?

METHODOLOGY

Research Design

This study adopted a sequential explanatory design, also referred to as explanatory sequential design, as outlined by [26] and [27]. This approach involves a two-phase mixed-method process, where quantitative data is collected and analyzed first, followed by the collection and analysis of qualitative data to help clarify and elaborate on the initial findings. The quantitative phase is used to detect trends and patterns, while the qualitative phase offers deeper understanding and context.

In this design, priority is typically given to the quantitative phase, as it often constitutes the main body of the data collection process. The subsequent qualitative phase is generally smaller in scale and serves to further explain surprising or significant quantitative findings [46]. This design was chosen to overcome the limitations of individual data collection tools, and to achieve the researchers’ aim of gaining a more nuanced understanding of causes, effects, perceptions, and experiences underpinning the observed quantitative outcomes [27].

Population

The target population consisted of Physical Education (PE) teachers in the Central Region of Ghana, who possess professional qualifications ranging from Bachelor’s to Doctorate degrees and are trained to teach PE at various educational levels. According to data obtained from the Regional Education Office Secretariat in Cape Coast, the estimated number of PE teachers in the region at the time of the study was 178.

Sample and Sampling Technique

A sample, as defined by [12], is a representative subset of a population chosen based on the study’s aims and the population’s structure. The Census sampling technique was used to include all 178 PE teachers in the study. Of this group, 137 (77%) were male and 41 (23%) were female, indicating a notable male predominance.

The use of the census method is recommended when dealing with populations of fewer than 200 [45]. This approach was selected for its effectiveness in small populations, ability to eliminate sampling errors, and the provision of complete data on every individual in the population [3]. Ultimately, 175 out of the 178 teachers responded to the questionnaire.

For the qualitative phase, 10 participants were selected through convenience sampling. [44] assert that data saturation in qualitative research can typically be reached with at least nine interviews.

Instrumentation

The study employed two instruments for data collection: a questionnaire for the quantitative phase and a structured interview guide for the qualitative phase.

Questionnaire

To collect quantitative data, a questionnaire was designed by adapting and modifying sections from the Physical Education Authentic Assessment Inventory (PEAAI) [64] and the Physical Education Assessment Questionnaire (PEAQ) [18]. These modifications were informed by a review of relevant literature concerning teachers’ assessment knowledge and practices.

The questionnaire comprised three sections, all of which were closed-ended.

Section A covered demographic information (gender, education level, years of PE teaching, and tenure at the current school).

Section B featured 20 items measuring assessment strategies using a five-point Likert scale: Always, Often, Sometimes, Rarely, and Never.

Section C focused on teachers’ knowledge of assessment practices using a scale of: Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree, with 15 items.

Given the wide geographic distribution of respondents in the Central Region, the questionnaire was administered using Google Forms. This digital format enabled efficient and cost-effective data collection, while also ensuring confidentiality and anonymity, as no identifying information was collected [51].

Interview

In the qualitative phase, selected respondents were interviewed using a structured interview guide developed in line with the study’s objectives. A structured interview is defined as a data collection method that follows a predetermined set of questions [28].

Interviews were conducted in person, lasting 15–20 minutes each. Participants were contacted in advance to arrange suitable times and were briefed about the purpose, process, and duration of the interview. Each session began with an introduction, explanation of the study’s objectives, and a discussion on confidentiality and voluntary participation. Informed consent was obtained, and anonymity was emphasized.

The interviews followed a standardized sequence of questions, with prompts used to encourage detailed responses while maintaining researcher neutrality. Summaries of key points were occasionally provided for clarity, and participants were allowed to add comments or ask questions.

Validity and Reliability of Research Instruments

To ensure validity, the researchers assessed the instrument’s content, construct, and face validity. Two MPhil candidates initially reviewed the questionnaire to offer critical feedback, which led to revisions aligning the instrument more closely with the study objectives. Further vetting was conducted by supervisors with expertise in Physical Education and instrument validation, who examined the content in detail and contributed to ensuring that the instrument measured the intended constructs accurately and appeared valid on its face.

A pilot study of the interview guide uncovered issues with question clarity and sequencing. These concerns were addressed with the help of the researchers’ supervisors, improving the guide’s structure and coherence.

Reliability refers to the instrument’s consistency in measuring the same attribute over time [71]. To evaluate this, Cronbach’s alpha was used for both pretest and post-test phases. The Survey Questionnaire on Assessment Strategies for PE Teachers in SHS had pretest reliability coefficients of 0.882 (Section B) and 0.884 (Section C), with an overall alpha value of 0.897.

For the main data collection, post-test reliability scores were 0.858 for assessment strategies (Section B) and 0.848 for knowledge of assessment (Section C), with an overall reliability coefficient of 0.884. These values indicate a high level of internal consistency [25], confirming the robustness and appropriateness of the instrument for measuring the intended constructs.

In qualitative research, the trustworthiness of findings is essential. [77] describe trustworthiness as the confidence in the data and interpretations, achieved through rigorous research processes. In line with [50], this study ensured trustworthiness by addressing credibility, dependability, confirmability, and transferability. To enhance credibility, techniques such as peer debriefing, data saturation, member checking, and negative case analysis were employed.

Data Collection Procedure

To secure participants’ consent, the researchers utilized an introductory letter issued by the Head of the Department of Health, Physical Education, Recreation, and Sports (HPERS). Prior to administering the research instruments, informed consent was sought from participants. The purpose of the study was clearly explained, and assurances were given regarding the confidentiality of all data collected. As emphasized by [25], confidentiality means that participants’ identities must not be disclosed. To uphold anonymity, respondents were instructed not to include their names.

Initially, the researchers visited selected schools across different zones in the region. However, due to the shift system in some schools and the timing coinciding with students’ break periods, only a few participants were available. Additionally, the dispersed nature of schools in the Central Region prompted the researchers to adopt both online and in-person data collection approaches. The hardcopy questionnaire was converted into a Google Form and distributed via a link, allowing participants to respond at their convenience. This strategy was also chosen for its efficiency in reaching participants quickly. Ultimately, 175 participants completed the questionnaire, yielding a return rate of 98.3%, which exceeds the 70% threshold suggested by [31] for valid data analysis.

To enrich the quantitative data, the researchers conducted interviews with 10 Physical Education teachers who formed part of the sample. The saturation point—where no new information emerged—was reached by the ninth interview. To confirm this, an additional interview was conducted, which produced a repeated response, affirming the saturation as noted by [44]. To minimize bias, two MPhil students served as research assistants to conduct the interviews.

Participants were contacted to schedule interviews at convenient times, during which the researchers explained the purpose, expected duration, and format of the interviews. Each session began with a warm welcome and an introduction, followed by a brief about the study’s objectives and assurance of confidentiality, including the participant’s right to withdraw at any stage. The interviews were guided by a structured interview protocol to maintain consistency in question sequencing and to use prompts appropriately while remaining neutral.

Summaries of key points were provided during the interviews to check for clarity, and participants were allowed to add comments or seek clarifications. Interviews were audio-recorded using a mobile phone, and each session lasted between 15 to 20 minutes. At the conclusion of each interview, participants were thanked for their time and contributions.

Data Analysis Procedures

Following data collection, the researchers ensured the completeness of the questionnaires, verifying that all items were properly addressed and that instructions had been followed. The questionnaires were coded to simplify the detection of errors during data entry. Section A, which covered demographic information, was analyzed using descriptive statistics such as frequencies and percentages.

For the first research question, which explored commonly used assessment strategies among Physical Education teachers, descriptive statistics (frequencies and percentages) were employed. The second research question examined teachers’ knowledge of assessment strategies in Senior High Schools across the Central Region. The responses were recoded and transformed into a single variable labeled ‘Knowledge level of assessment strategies.’ This variable was then categorized into two groups; “low” and “high”, to better capture variations in knowledge among respondents. Mean and standard deviation were used as descriptive statistics to analyze this data.

Qualitative data were collected to provide additional context and understanding of unexpected quantitative findings. The researchers employed [24] thematic analysis method to identify, interpret, and analyze meaningful patterns in the interview responses. A detailed coding manual with clearly defined terms ensured consistency throughout the process. To enhance reliability, the researchers and two MPhil students used pilot data to practice coding, resolving ambiguities and fostering shared understanding.

Cohen’s Kappa was used to measure inter-rater reliability. Two independent raters coded separate transcripts, resulting in a Kappa value of 0.79, indicating high consistency and strong agreement.

The researchers manually transcribed all interviews to deepen their engagement with the data. [18] notes that verbatim transcription enhances familiarity with the content and captures essential elements like pauses and non-verbal cues. This approach helped maintain the integrity of the data and minimized transcription errors [40], while also protecting participant confidentiality [15]. Repeated phrases and similar responses were coded and organized into themes, which were then reviewed with participants to ensure they accurately reflected their views. The themes were clearly defined and labeled based on major findings. Finally, the researchers triangulated the quantitative and qualitative data by comparing and contrasting their respective outcomes.

RESULTS

Research Question One: What Assessment Strategies are Commonly Used by Physical Education Teachers?

This research question explores the assessment strategies most frequently employed by Physical Education (PE) teachers. A mixed-methods approach was adopted to provide a well-rounded understanding, incorporating both quantitative and qualitative data collection techniques. Quantitative data were gathered through the use of questionnaires, while structured interviews were conducted to elicit in-depth qualitative insights from PE teachers. The quantitative data were analyzed using basic statistical tools such as frequencies and percentages. Meanwhile, the qualitative data from the interviews were examined through thematic analysis.

The findings related to this research question are presented in two parts. The first part focuses on the quantitative results, and the second part provides a thematic narrative based on the qualitative data. This combined approach offers a detailed and holistic view of the assessment methods utilized by PE teachers, thereby enriching the study’s overall conclusions.

Quantitative Analysis of Assessment Strategies that are commonly used by Physical Education Teachers

The outcomes of the quantitative results are meticulously analyzed and presented in Table 1.

Table 1: Assessment Strategies Employed by PE Teachers  

Source: Field Data, 2023

In Table 1, the data indicated that a significant proportion of the respondents, constituting 37.1% of the total, expressed a propensity to “always” employ demonstrations as an assessment strategy in their Physical Education (PE) lessons. Furthermore, a substantial 36.0% indicated that they employ this method “often.” A significant segment of the participants, 22.3%, mentioned that they use demonstrations “sometimes” as a means of assessing their students’ performance in PE lessons. Conversely, only a minor proportion of 2.9% stated that they “never” use demonstrations, while 1.7% reported using them “rarely.”

The data reflects that the majority of respondents, constituting 41.1%, reported using peer observation “often,” while 27.4% stated that they used it “sometimes.” A smaller proportion, 20.6%, reported using it “always.” In contrast, fewer respondents reported using peer observation “rarely,” which accounts for 8% of the total responses, a smaller group of 2.9%, reported “never” utilizing this practice in their assessment of PE students.

More so, it is clear that most of the respondents reported employing rubrics to some extent. Specifically, 37.7% indicated that they “often” make use of rubrics. Furthermore, 21.7% of the respondents reported using rubrics “sometimes.” In contrast, 28.0% of respondents indicated they “always” employ rubrics. Conversely, 9.1% of respondents claimed to use rubrics “rarely,” and a smaller group of 3.4% declared they “never” use rubrics.

The result on the use of portfolio for assessment reveals that “sometimes” is the most commonly chosen option, with a value of 38.9% of the total responses. Following this, “often” has roughly 24.0% of the responses. “always” and “rarely” are chosen by 17.1% and 15.4% of all the responses, respectively. “never” is the least frequently selected option, with approximately 4.6% of the total responses.

The table reveals that the responses on the checklist were distributed as follows: the highest percentage of respondents, constituting 40.6%, reported employing checklists “often” when assessing students. Furthermore, 26.3% indicated they use checklists “always.” A considerable number, 21.7%, mentioned they use checklists “sometimes.” A smaller but noteworthy proportion, 9.1%, reported using checklists “rarely.” The least frequent response, “never,” accounted for 2.3% of the total responses. Furthermore, it is evident that 34.3% of the respondents, the majority, specified that they “sometimes” engage in these assessment strategies. Also, 30.3% of respondents reported doing so “often,” while 21.1% stated that they do it “always.” On the other hand, 21 respondents 12.0% claimed to “rarely” use this assessment strategy, and only 2.3% declared they “never” employ it.

The findings from Table 1 indicate that self-assessment practices in PE lessons vary among respondents. The majority of respondents comprising 40.6%, reported employing self-assessment “often”, followed by 26.3% who claimed to “always” do so. A significant portion, 21.7%, noted that they “sometimes” engage in self-assessment, while a smaller percentage, 9.1%, indicated “rarely” using this strategy. Only a minimal proportion, 2.3%, reported “never” practicing self-assessment with their students in PE lessons. The data revealed that 0.6% of respondents reported “never,” used this assessment strategy; 8.6% of respondents stated “rarely; ” 56 respondents noted “Sometimes,” constituting 32.0% of the total respondents accepted implementing group projects for assessment. 33.1% of respondents chose “often,” indicating relatively frequent incorporation of group projects, and finally, 25.7% of the total, responded with “always,” making up indicating a substantial reliance on group projects as an assessment strategy during PE lessons.

Moreover, among the respondents, the highest proportion indicated that they “sometimes” employ video for assessment, accounting for 32.0% of the total, followed by “rarely” at 24.0%. Meanwhile, a substantial portion reported using video “often,” representing 22.9%. A smaller percentage 16.0% stated that they “never” use video during PE assessments. Interestingly, a minority of respondents claimed to use video “always” in their assessments, amounting to 5.1%. The findings on the student log reveal that “sometimes” is the most prevalent response, with 34.3% of the total responses. Following this, “often” comprises 28.6% of the total, demonstrating a significant practice of this assessment method. In contrast, the response “never” was the least frequent, representing 18.3% of the total responses. Meanwhile, “rarely” had 14.3% responses, of the overall total. 4.6% also reported that they “always” employ the Student Log in PE lessons.  The table also shows that the majority of respondents, accounting for 43.4%, reported practicing the anecdotal records assessment method “sometimes.” Notably, a significant portion of respondents, 24.0%, reported using anecdotal records “often.” Meanwhile, 12.6% of respondents stated they use this assessment method “rarely,” and 9.1% indicated they use it “always.” A smaller percentage, 10.9%, noted that they “never” employ anecdotal records for assessment in PE lessons.

The Table indicates that the majority of respondents use Ecological Task Analysis (ETA) to assess students in Physical Education (PE) lessons. Specifically, 34.3% of the respondents reported using ETA “sometimes,” while 28.6% stated they use it “often.” Additionally, 18.3% noted that they “never” employ ETA in their assessments, and 14.3% do so “rarely.” A smaller percentage of 4.6% mentioned they use ETA “always.” Additionally, results on written tests revealed that a significant majority of respondents fall into the categories of “often” and “always,” comprising 31.4% and 36.6% of all the responses, respectively. This shows that a substantial 68% of the 175 respondents regularly employ written tests in PE assessments. Moreover, 27.4% reported using them “sometimes.” In contrast, the use of written tests in PE is relatively infrequent, with only 1.1% and 3.4% responding “never” and “Rarely,” respectively, suggesting a minority of respondents who “rarely” or “never” employ written assessments.

The data of fitness tests is evident that these assessments occur with varying frequencies, as follows: “never” is the least common, accounting for 3.4%. 12.0%, suggest they “rarely” employ this strategy, and 34.3%, claim they “sometimes” responses use it. “often” is noted by 25.7%, signifying a significant frequency; and 24.6% reported they “always” practice this strategy. The “Skill test” is an assessment strategy employed to assess students in PE classes. The results indicated that a significant number of the total respondents reported employing this assessment strategy frequently, with 39.4% noting that they use it “often” and an equal 39.4% stating they use it “always.” Meanwhile, 16.6% of respondents indicated that they use this practice “sometimes,” and only 4.6% reported using it “rarely.” These results reflect a prevalent use of the skill test as an assessment strategy in PE lessons, with a combined 78.8% utilizing it regularly (often and always) as part of their teaching methodology.

The findings regarding the assessment of students’ engagement during PE lessons through observation, among the 175 responses, 1.1% of participants reported “never,” and an equal percentage of 1.1% stated “rarely.” The majority of respondents fell into the middle of the spectrum, with 19.4% indicating “sometimes” and 26.9% reporting “often.” Impressively, the largest proportion, 51.4%, expressed that students are “always” observed during PE lessons. The data shows that majority of respondents, constituting 40.0%, reported developing systematic grading procedures for assessment during Physical Education (PE) lessons as an “always” practice, with a substantial 39.4% indicating “often” engagement in this practice. A significant 16.0% mentioned doing so “sometimes,” while only 3.4% reported “rarely” incorporating systematic grading procedures during PE lessons. A mere 1.1% of respondents claimed “never” engaging in this practice, demonstrating a rare occurrence. The practice of providing feedback comments along with grades in PE lessons indicates that 48% of respondents “always” provide feedback comments, with an additional 26.9% doing so “often.” In contrast, only 2.8% reported “never” or “rarely” providing feedback comments.

Findings on attendance revealed that 40% of respondents reported “always” using attendance, and a notable 33% indicated that they “often” employ this method. However, 15.4% reported “rarely” using attendance, and 5.1% claimed to “never” do so. The data in the table on dressing out as an assessment strategy in Physical Education lessons illustrates that 28.6% of respondents indicated that they “always” employ this strategy, followed closely by “often,” which constitutes 24.6%. Furthermore, “sometimes” received a notable response rate of 24.0%, while “rarely” gained 15.4%. Surprisingly, a minority of respondents reported “never” using dressing out as an assessment measure, amounting to 7.4% of the total responses.

Qualitative Analysis of Commonly Used Assessment Strategies by Physical Education Teachers

The quantitative findings of the study revealed that Physical Education (PE) teachers consistently prefer a variety of assessment strategies, such as demonstrations, skill tests, student and peer observations, rubrics, checklists, and written tests. These results provided a foundation for a more detailed qualitative investigation, which was conducted through follow-up interviews with 10 selected participants. The purpose of these interviews was to delve into the deeper meanings and justifications behind the assessment choices made by PE teachers, offering context to the patterns identified in the quantitative phase. The qualitative data obtained from these interviews proved essential in shedding light on the reasons behind teachers’ preferences for particular assessment methods. This enriched the interpretation of the study’s overall results and offered a more complete perspective on assessment practices within Physical Education. The findings were organized and presented according to emerging themes.

Theme 1: Diverse Assessment Strategies in Physical Education

Participants emphasized the application of various assessment methods such as observation, written tests, skill tests, and demonstrations. Participant 1 highlighted the importance of combining observation with written tests to comprehensively assess students’ physical performance and theoretical understanding. Similarly, Participants 2, 4, and 10 pointed out the significance of balancing practical demonstrations with written evaluations to ensure a well-rounded assessment approach.

Response of Participant 1:

“I use blend of assessment strategies such as observation, written tests most often because Physical Education is overt and public. It also involves performance of physical activity and skills mostly; therefore, I employ those strategies to easily help me assess my students.”

This reflects the suitability of these methods for a subject like PE, where skills are demonstrated openly and can be directly observed.

Response of Participant 2:

“I mostly employ demonstration, skill test and observation since they bring about proper skill acquisition.”

Response of Participant 4:

“I use demonstration, skill test and observation because it helps to identify specific skills and teach such skills with multiple steps.”

This suggests a pedagogical approach that prioritizes hands-on learning and skill development as integral components of PE assessment.

Response of Participant 10:

“When assessing the theory aspect of the subject I use written test. Also, I allow students to observe their colleagues and generally we grade their performance for fairness. The rubrics and the checklist are used to get the various elements of the performance systematically.”

Theme 2: Alignment with the Nature of PE

Several participants indicated that their assessment strategies are tailored to match the overt and practical nature of Physical Education. They explained that the public and performance-based structure of PE necessitates assessment methods that are observable and action-oriented.

Response of Participant 1:

“I use blend of assessment strategies such as observation, written tests most often because Physical Education is overt and public. It also involves performance of physical activity and skills mostly; therefore, I employ those strategies to easily help me assess my students.”

Response of Participant 2:

“I mostly employ demonstration, skill test and observation since they bring about proper Physical Education skill acquisition.”

Response of Participant 8:

 “I do that because mostly involves practical demonstration and skill practice therefore it is public and overt in nature. The use of those strategies will help me get better view of my students’ performance in the assessment.”

Theme 3: Building Confidence and Leadership

Participants also acknowledged that assessments play a role beyond grading; they help nurture student confidence, leadership skills, and a supportive environment.

Response of Participant 3:

“Demonstration engenders confidence and gives them a sense of leadership. The systematic grading procedure helps to build grade for the student even if he or she is unable to participate in the final assessment.”

This emphasizes the multifaceted role of assessments in not only assessing performance but also fostering confidence and leadership qualities.

Response of Participant 9:

“I normally use constructive feedback from peers since it promotes a supportive learning environment and empower students”

Response of participant 10:

“When assessing the theory aspect of the subject I use written test. Also, I allow students to observe their colleagues and generally we grade their performance for fairness. The rubrics and the checklist are used to get the various elements of the performance systematically.”

Theme 4: Objectivity and Accountability in Assessment

The importance of fairness, accuracy, and consistency in evaluation was another major theme. Participants highlighted the value of clear, objective tools like demonstrations and skill tests in ensuring accountability.

Response of Participant 5:

“Demonstration and skill test provide a clear record of students’ performance, making it easier to hold them accountable, it also helps to measure progress of students and it helps in ensuring consistency and fairness in evaluating students.”

This introduces the idea that these assessment methods contribute to fairness and consistency in evaluating students.

Response of Participant 6

“Objectivity of skill tests in assessing physical abilities, adding another layer to the understanding of why certain assessment methods are preferred in PE.”

This speaks to the ease of implementation and the immediacy of feedback that observation offers.

Research Question Two: What is the perceived knowledge of Physical Education teachers in Senior High Schools in the Central Region regarding the use of assessment strategies?

The second research question focused on evaluating how Physical Education teachers in Senior High Schools within the Central Region perceive their knowledge of using assessment strategies. Both quantitative and qualitative methods were employed to analyze the data, with the results of the quantitative analysis presented first, followed by insights from interviews.

Quantitative Analysis of the Perceived Knowledge of Physical Education Teachers in Senior High Schools in the Central Region Regarding the Use of Assessment Strategies

To investigate this question, participants responded to a set of statements designed to gauge their perceived knowledge of assessment strategy application. A 5-point Likert scale was used, offering the options: “Strongly Agree,” “Agree,” “Undecided,” “Disagree,” and “Strongly Disagree,” allowing respondents to express their level of agreement with each statement.

After data collection, the responses were entered into SPSS version 25 for analysis. The mean and standard deviation were utilized to interpret the data. The interpretation of the scale means followed a defined criterion: mean values below 3.0 indicated low perceived knowledge, while values above 3.0 signified high perceived knowledge. This benchmark value (CMV = 3.0) was derived by summing the scale scores (5 + 4 + 3 + 2 + 1 = 15) and dividing by the number of items (15 / 5 = 3.0), as outlined by [67]. The findings are presented in Table 2.

Source: Field Data, 2023

The data extracted from Table 2 underscores a prevailing consensus among respondents regarding the use of assessment strategies in the realm of Physical Education. Notably, a resounding majority of teachers agreed that assessment serves as a potent motivator for students to engage in the learning process, attaining a commendable (M=4.63; SD=.609). Similarly, there was widespread concurrence that assessment plays a crucial role in furnishing stakeholders with tangible evidence of student learning, as evidenced by a substantial (M=4.46; SD=.76). The unanimity among teachers extended to the belief that assessment serves as a constructive mechanism for providing valuable feedback to students (M=4.62; SD=.51) and contributes significantly to the enhancement of students’ overall performance (M=4.60; SD=.59). Furthermore, the consensus persisted regarding the instrumental role of assessment in the meticulous preparation and organization of class activities by Physical Education teachers (M=4.47; SD=.63) and in assessing the effectiveness of instructional methodologies (M=4.49; SD=.72).

Teachers also observed positive behavioural outcomes resulting from assessments. Notably, they affirmed that students exhibit increased confidence in the classroom (M=4.22; SD=.64) and a heightened willingness to explore new concepts (M=4.13; SD=.73) due to the impact of assessment. Furthermore, teachers acknowledged tangible improvements in students’ skill levels within game situations resulting from effective assessment practices (M=4.23; SD=.75). The collective sentiment was that assessment in Physical Education substantially supports the overall learning process (M=4.43; SD=.54).

Despite this comprehensive agreement on the positive aspects of assessment in PE, a nuanced divergence emerged in the teachers’ perceptions. A minority of teachers (21.1%) expressed low knowledge regarding assessment strategies. They expressed reservations regarding the notion that assessing students in PE serves as a means of justifying the subject within their school (M=2.94; SD=.91). Similarly, there was a notable disagreement concerning the belief that assessment adequately prepares students with skills for diverse roles in physical activities (M=2.23; SD=.65) and supports self-development through engagement in physical activity and sports (M=2.26; SD=.63).

Additionally, a contrast in perspectives emerged regarding the broader purposes of classroom assessments. Teachers did not align with the assertion that the primary goal of these assessments is to ascertain whether students have mastered the learning objectives (M=2.32; SD=.80). Moreover, there was disagreement about the idea that determining student grades constitutes a primary objective of classroom assessments (M=2.75; SD=.99).

Overall, the data collectively portrays a landscape where teachers (78.9%) possess a robust and predominantly positive understanding of assessment strategies in the domain of Physical Education, reflected in an overall “high” level of knowledge (M=3.79; SD=.70). This nuanced analysis underscores both the unity and diversity of perspectives among teachers concerning the multifaceted impact of assessments in the field.

Qualitative Analysis of Senior High School Physical Education Teachers’ Perceived Knowledge on the Use of Assessment Strategies in the Central Region

The quantitative analysis revealed that the majority of Physical Education teachers possess a high level of knowledge regarding the use of assessment strategies, while a smaller proportion exhibit low knowledge in this area. A follow-up interview was conducted with 10 participants, and the findings were organized into thematic categories.

Theme 1: High usage of Assessment Strategies

In the course of the interview session, seven participants renowned for their advanced knowledge of the use of assessment strategies were probed to delineate the specific experiences or training that played pivotal roles in fostering their profound comprehension of assessment strategies. The responses from the participants on high usage of assessment strategies are as follows:

Response of participant 3

“The assessment training, I had during my academic years at school as a trainee helped me to developed high usage of assessment strategies.”

Response of participant 5

“The most contributive factor to my high usage of assessment strategies was my interest in assessment procedures driven by in-service trainings, professional development, and long experience in my field.”

Response of Participant 10

“My high knowledge level of assessment strategies is as a result of pedagogy, curriculum development workshops as well as professional development programme organized in my school and other workshops.”

Theme 2: Low use of Assessment Strategies

The researchers conducted interviews with three participants, all of whom reported having limited knowledge of assessment strategies and described the challenges they face in gaining a deeper understanding of these strategies. Participant 4 noted that large class sizes hinder his ability to implement assessment strategies effectively. He also expressed concern about the insufficient time available in the timetable, which restricts his ability to assess all students within the allotted period. He stated:

Response of participant 4

“The Large class size hinders my usage of assessment strategies. Also, the time allocated on the time table does not allow me to assess all students before time.”

Participant 6 echoed these sentiments, emphasizing the woefully inadequate time allocated for Physical Education lessons to the substantial number of students in the classes. He also pointed out the scarcity of instructional materials, further complicating the application of effective assessment strategies. This is what he also said;

Response of participant 6

“The time allocated for PE lessons is woefully inadequate vis a vis numbers in the classes, and the available teaching and learning materials for teaching negatively affects my usage of assessment strategies.”

DISCUSSIONS

Commonly Used Assessment Strategies by Physical Education Teachers

The goal of this research was to explore the assessment strategies commonly employed by Physical Education (PE) teachers in Senior High Schools within the Central Region. The results indicated that PE teachers utilize a wide range of assessment tools such as demonstrations, skill tests, student observation, peer observation, rubrics, checklists, and written tests. This diverse use of methods reflects the complexity involved in both teaching and evaluating students in PE. These strategies enable teachers to assess not only students’ physical abilities but also their understanding, collaboration skills, and written knowledge.

The adoption of varied assessment methods aligns with modern educational practices that emphasize differentiated teaching and assessment based on individual learning styles. Recognizing the breadth of strategies employed by PE teachers could contribute to designing more inclusive curricula that allow flexibility. This flexibility enables teachers to select the most appropriate tools for their unique teaching contexts, promoting a more adaptable, student-centered approach to assessment.

From the perspective of Social Cognitive Learning Theory, the variety of strategies used by PE teachers reflects an understanding of the multifaceted nature of learning. This theory suggests that students benefit from diverse methods, such as peer observation and skill tests, which create a social learning environment where they learn both through direct experience and by observing others. Additionally, according to [85] Theory for Classroom Assessment Practice, the range of assessment methods aligns with the theory’s focus on aligning assessments with instructional goals. Tools like rubrics and checklists ensure that performance expectations are clear, helping students understand the criteria they must meet.

This study’s findings are consistent with previous research by [23], [54], and [80], who also identified the diversity of assessment methods in PE. For example, [23] emphasize the importance of using multiple assessment strategies to obtain a comprehensive evaluation of students, a view supported in this study. Similarly, [54] and [80] argue that combining demonstrations with written tests helps provide a fuller picture of student performance. These consistent findings reinforce the importance of using a holistic approach to assessment, incorporating both formative and summative methods.

In conclusion, this research supports the notion that using a variety of assessment strategies in PE is essential for capturing the full scope of student learning, aligning with existing literature on the need for diverse and comprehensive assessment practices.

Perceived Knowledge of PE Teachers Regarding Assessment Strategies

This study also aimed to examine the perceived knowledge of PE teachers regarding assessment strategies in Senior High Schools in the Central Region. The results revealed that 78.9% of PE teachers in this region possess strong knowledge of assessment strategies, which they acquire through pedagogy, professional development programs, curriculum workshops, experience, and research.

The significance of this finding is substantial. It suggests that these teachers are well-prepared to implement a broad range of assessment strategies, which is crucial for creating an effective learning environment and enhancing the quality of PE instruction. These teachers are not only familiar with traditional assessment methods but also proficient in utilizing innovative approaches that cater to diverse learning styles.

This high level of knowledge also contributes to student success, as it enables teachers to implement assessments that promote skill acquisition, motivation, and positive attitudes toward physical activity. Furthermore, the results indicate that PE teachers engage in continuous professional development, staying updated on the latest research and best practices in assessment. However, it is important to note that while high knowledge of assessment strategies is valuable, successful implementation still requires ongoing support and development.

Additionally, the results are consistent with [85] Theory for Classroom Assessment Practice, which emphasizes the teacher’s role in effectively applying assessment strategies within the classroom. The strong knowledge of assessment strategies among PE teachers supports this view, highlighting the importance of aligning assessments with broader educational objectives.

These findings are also in agreement with studies by [7] and [13], who emphasize the significance of professional development and experience in improving teachers’ knowledge of assessment strategies. These studies suggest that regardless of location, PE teachers draw from various sources to enhance their understanding and application of assessment practices.

CONCLUSIONS

This research explored the knowledge and strategies employed by PE teachers in Senior High Schools in the Central Region. The findings revealed a broad array of assessment methods used by PE teachers, such as demonstrations, skill tests, student and peer observations, rubrics, checklists, and written tests. This diversity reflects the adaptability and complexity of learning in Physical Education.

Additionally, the study found that 78.9% of PE teachers in the region possess advanced knowledge of assessment strategies, which they acquire through experience, professional development, and research. This expertise is critical for improving the quality of PE instruction and assessment, ensuring that teachers are well-equipped to meet the needs of their students.

RECOMMENDATIONS

Based on the findings, several recommendations can be made to improve the quality and effectiveness of assessment strategies used by PE teachers. Teachers should collaborate and share knowledge by organizing workshops, seminars, and online forums to exchange best practices. This would help build a collective pedagogical toolkit and further enhance the professional development of PE teachers.

Abbreviations

AfL        Assessment for Learning

CMV     Criterion Mean Value

ETA      Ecological Task Analysis

GES       Ghana Education Service.

PE         Physical Education

PEAAI   Physical Education Authentic Assessment Inventory

PEAQ    Physical Education Assessment Questionnaire

SHS       Senior High School

HPERS  Health Physical Education, Recreation and Sports

ACKNOWLEDGMENTS

We would like to express our heartfelt gratitude to the Senior High School PE teachers in Ghana’s Central Region for their significant contributions to this study. A special thank you goes to Prof. Jonathan O. A. Ammah and Mr. Elijah Adams for their continued support and encouragement throughout this process.

Author Contributions

The authors read and approved the final manuscript.

Ethical Considerations

An introduction letter from the Head of the Department of Health Physical Education, Recreation and Sports (HPERS) was used to seek permission from the participants. The researchers explained the purpose of the study, and assured participants of the necessary confidentiality of the information to be gathered. Consent of participation was sought before administering the research instruments.

Conflicts Of Interest

The authors declare no conflicts of interest.

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