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