This study investigates student assessment in physical education. The research examined the national achievement criteria and evaluation criteria which are measured in the physical education classes. Given that, diverse issues as to the student assessment in physical education were identified in the present study.
The research questions are firstly how student assessment in physical education performed in present to meet the three major objectives of physical education curriculum including psychomotor domain, cognitive domain, and affective domain; secondly. What the major issues related to the student assessment were; and, lastly what the institutional suggestions about the issues should be.
A case study research design was employed and data inductively analyzed employing content analysis. Data were collected from randomly selected 30 middle schools by the "hakgyoalimie"(www.schoolinfo.go.kr).
The results indicate that a 7th grade physical education class consisted of 70% of psychomotor domain, 20% of cognitive domain, and 10 that gymnastics, games, track and field, and physical strength exercise were taught the most; and, that simple movement and record were evaluated for student assessment. The lowest possible score which a student could earn was 60 out of 100 for the psychomotor domain, and the cognitive domain was assessed only once in an academic term using multiple choice questions. Also, the affective domain was assessed by checking a student's proper attire code, class participation, attendance, tardiness, and so forth.
Some issues as to the current student assessment in physical education were identified as followed. First, connectivity in-between classes were not well-established. Second, teacher-centered simple movement assessment was utilized. Third, schools gave students too high minimum scores for physical education. Fourth, become a memorizer subject, physical education adopted perfunctory examinations for testing intellectual achievement using only multiple choice questions. Fifth, the affective domain assessment was misused for controlling students' behaviors. Lastly, physical education teachers were not professional enough for the assessment, and had a lack of understanding environmental alteration with a complacency attitude.
Based upon the results, firstly in terms of psychomotor domain, balanced qualitative and quantitative assessments are needed. Second, in terms of cognitive domain, not only direct physical activities but also reading, writing, investigating, debating, analyzing, and various assessment methods must be employed for physical education. Lastly, affective domain must be assessed for what it is supposed to be assessed. Instead of current method which is likely to punish against negative behaviors of students', positive learning process must be assessed.
In conclusion, student assessment in physical education is required to change to emphasize the immanent values of physical activities which should contribute to a well-rounded education.