What do Greek physical education teachers know about elementary student assessment?
Keywords:Gender, Teaching experience, Knowledge, Physical education, Student evaluation
The purpose of the study was to investigate whether teachers’ knowledge of student assessment was influenced by their gender and if it was related to their teaching experience (years in education). One hundred and twenty six physical education teachers (n=126) who teach in different Greek public elementary schools, participated. Their teaching experience ranged from one to 24 years (Μ=10.45, SD=5.9). Participants’ knowledge of student assessment was assessed via a multiple choice questionnaire. Independent samples t-test and Spearman rank order correlation were conducted in order to explore the impact of gender on teachers’ knowledge and the relation between the latter and teaching experience, respectively. Descriptive statistics showed deficiencies in teachers’ knowledge. Results indicated that females presented higher knowledge scores than males, although marginally non-significant. Marginally non-significant was also the negative correlation between teaching experience and teachers’ knowledge. It seems that gender and teaching experience play a role on teachers’ knowledge of student assessment, as measured in the present research, in favor of the females and the teachers with less teaching experience. These findings could be taken into consideration for further research as well as for teacher training on student assessment.
AL KHATIB JM. A survey of general education teachers' knowledge of learning disabilities in Jordan. International Journal of Special Education. 2007; 2:72-76.
Bruner J. The Culture of Education. Cambridge, MA: Harvard University Press; 1997.
Campbell C, MURPHY JA, HOLT JK. Psychometric analysis of an assessment literacy instrument: applicability to preservice teachers. Paper presented at the annual meeting of the Mid-Western Educational Research Association, Columbus, OH, October; 2002.
Carreiro Da Costa F, Pieron M. Teaching effectiveness: comparison of more and less effective teachers in an experimental teaching unit. In T. Williams, L. Almond & A. Sparkes (Eds.), Sport and physical activity: moving towards excellence, (pp 169-176). London: Chapman & Hall; 1992.
Good T, Brophy J. School effects. In M Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 570-602). New York: Macmillan; 1986.
Chatzopoulos D, Mouratidou K. Student assessment criteria in elementary physical education (In Greek). Physical Education & Sports. 2004; 52: 33-44.
Ikonomopoulos G, Tzetzis G, Kioumourtzoglou E, Tsorbatzoudis CH. Attitudes and grading practices of physical educators in Greece. Journal of Human Movement Studies. 2004; 46:141-153.
MELOGRANO VJ. Professional and student portfolios for physical education (2nd ed.). Champaign, IL: Human Kinetics; 2006.
MERTLER CA. Teachers' assessment knowledge and their perceptions of the impact of classroom assessment professional development. Improving Schools. 2009; 12:101-113. https://doi.org/10.1177/1365480209105575
MERTLER CA. Preservice versus inservice teachers' assessment literacy: Does classroom experience make a difference? Paper presented at the annual meeting of the Mid-Western Educational Research Association, Columbus, OH, October; 2003.
MERTLER CA, CAMPBELL CS. Measuring teachers' knowledge and application of classroom assessment concepts: development of the Assessment Literacy Inventory. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada, April; 2005.
MINISTRY OF EDUCATION, LIFELONG LEARNING AND RELIGIOUS AFFAIRS (2010a). From today to the new school with the student first. Available on line at http://www.minedu.gov.gr/apo-to-simera-sto-neo-sxoleio-me-prota-ton-mathiti.html
MINISTRY OF EDUCATION, LIFELONG LEARNING AND RELIGIOUS AFFAIRS. Program Studies for elementary school physical education (in Greek); 2010b. Available on line at: http://digitalschool.minedu.gov.gr/info/newps.php
MINISTRY OF EDUCATION, LIFELONG LEARNING AND RELIGIOUS AFFAIRS. Studies Guide for the educator (in Greek); 2010c. Available on line at: http://digitalschool.minedu.gov.gr/info/newps.php
MINISTRY OF EDUCATION. From Sports to Everyday Life – all different, all equal. Implement Programs that Promote Equality in Society KALLIPATEIRA. EPEAEK II. Athens: Multimedia Publication (in Greek); 2008.
NASPE. National standards and guidelines for physical education teacher education (3rd ed.). Reston, VA: Author; 2009.
PEDAGOGICAL INSTITUTE. Proposal in the department of training-evaluation of the P.I by the working group on student evaluation. Athens: Pedagogical Institute; 2004.
PLAKE BS. Teacher assessment literacy: teachers' competencies in the educational assessment of students. Mid-Western Educational Researcher. 1993; 6(2):21–27.
ROCKMAN S, BORSE J, FARR B, WEISSMAN M, SHAPIRO J. CONTACT: Connecting teachers and creative technologies (Evaluation report of the program's pilot implementation in the metropolitan DC area). San Francisco; 2004. Retrieved from Rockman et al website: http://www.rockman.com/projects/117.cic.contact/final.pdf
SATO M, WIE RC, DARLING-HAMMOND L. Improving teachers' assessment practices through professional development: The case of National Board Certification. American Educational Research Journal. 2008; 45(3): 669-700. https://doi.org/10.3102/0002831208316955
VYGOTSKY LS. Mind and society. Cambridge: Harvard University Press; 1978.
WINEBURG SS, GROSSMAN PL. Interdisciplinary curriculum: Challenges to implementation. New York: Teachers College Press; 2000.
WOOD TM. Assessment in physical education: The future is now! In S J Silverman & CD Ennis (Eds.), Student learning in physical education: Applying research to enhance instruction (pp. 187-201). Champaign, IL: Human Kinetics, 2003.
How to Cite
Copyright (c) 2012 Journal of Human Sport and Exercise
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Each author warrants that his or her submission to the Work is original and that he or she has full power to enter into this agreement. Neither this Work nor a similar work has been published elsewhere in any language nor shall be submitted for publication elsewhere while under consideration by JHSE. Each author also accepts that the JHSE will not be held legally responsible for any claims of compensation.
Authors wishing to include figures or text passages that have already been published elsewhere are required to obtain permission from the copyright holder(s) and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
Please include at the end of the acknowledgements a declaration that the experiments comply with the current laws of the country in which they were performed. The editors reserve the right to reject manuscripts that do not comply with the abovementioned requirements. The author(s) will be held responsible for false statements or failure to fulfill the above-mentioned requirements.
This title is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license (CC BY-NC-ND 4.0).
You are free to share, copy and redistribute the material in any medium or format. The licensor cannot revoke these freedoms as long as you follow the license terms under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Transfer of Copyright
In consideration of JHSE’s publication of the Work, the authors hereby transfer, assign, and otherwise convey all copyright ownership worldwide, in all languages, and in all forms of media now or hereafter known, including electronic media such as CD-ROM, Internet, and Intranet, to JHSE. If JHSE should decide for any reason not to publish an author’s submission to the Work, JHSE shall give prompt notice of its decision to the corresponding author, this agreement shall terminate, and neither the author nor JHSE shall be under any further liability or obligation.
Each author certifies that he or she has no commercial associations (e.g., consultancies, stock ownership, equity interest, patent/licensing arrangements, etc.) that might pose a conflict of interest in connection with the submitted article, except as disclosed on a separate attachment. All funding sources supporting the Work and all institutional or corporate affiliations of the authors are acknowledged in a footnote in the Work.
Each author certifies that his or her institution has approved the protocol for any investigation involving humans or animals and that all experimentation was conducted in conformity with ethical and humane principles of research.
Biomedical journals typically require authors and reviewers to declare if they have any competing interests with regard to their research.
JHSE require authors to agree to Copyright Notice as part of the submission process.