A Cross Sectional Study of Authentic Assessment Uses among Public School Physical Education Teachers in Ghana

Abstract

This study investigated the extent of authentic assessment use in public school physical education and its impact on students. A cross section of public school physical education teachers (N = 178) from all ten regions in Ghana participated in this study. The teachers responded to the Mintah Physical Education Authentic Assessment Inventory (MPEAAI). Findings indicated that authentic assessment is used extensively by all public school physical education teachers in Ghana. Teacher observation, demonstration, peer observation, and checklist were the commonly used authentic assessment techniques; anecdotal record and parental report were the least used techniques. The physical education teachers perceived that authentic assessment use has positively enhanced students’ motivation, self-concept, and skill achievement. Physical education teachers with bachelor degree perceived authentic assessment use has motivated students more that teachers with diploma certificate.