Assessment Practices among Secondary Physical Education Teachers in Ghana

dc.creator	Seidu Sofo
dc.creator	Reginald T. Ocansey
dc.creator	Michael J. Nabie
dc.creator	Eugene F. Asola
dc.date	2013-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:09:23Z
dc.date.available	2015-07-20T22:09:23Z
dc.identifier	1309-2707
dc.identifier	https://doaj.org/article/eac731e6549145499e8c57770efc9649
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/12744
dc.description	Assessment is lacking in many physical education classes. Rather, many teachers base evaluations onstudent behavior and participation. The primary purpose of the study was to describe Ghanaiansecondary physical education teachers’ assessment practices. Participants included a purposivesample of 63 secondary physical education teachers (43 males and 20 females). An open-endedquestionnaire served as the main data source. Data were analyzed using qualitative content analysis(Patton, 2002), comprising of both inductive and deductive analyses. The inductive analysisindicated that teachers used the following assessments in their practical lessons: teacher observation,skill test, knowledge test, demonstration, peer observation, and oral report. Similarly, they reportedutilizing three types of assessment practices in their theory lessons: knowledge test, individualproject, and essay. The deductive analysis indicated that the highest percentage of assessmentpractice utilized by the teachers in practical lessons was teacher observation (70.11%), while thatwith the lowest percentage was oral report (1.15%). Teachers also reported knowledge test (81.43%) and individual report (7.14%) as the highest and lowest percentage of assessment practices used in their theory lessons respectively. Most of the teachers in this study used assessment for documenting learning, rather than for accountability purposes. In-service professional development programs for physical education teachers should stress the use of wide range of assessment practices.© 2013 IOJES. All rights reserved
dc.language	Turkish
dc.language	English
dc.publisher	IOJES
dc.relation	http://www.iojes.net//userfiles/Article/IOJES_799.pdf
dc.relation	https://doaj.org/toc/1309-2707
dc.source	International Online Journal of Educational Sciences , Vol 5, Iss 2, Pp 274-281 (2013)
dc.subject	Assessment practices
dc.subject	physical education
dc.subject	Ghana
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Assessment Practices among Secondary Physical Education Teachers in Ghana
dc.type	article