Physical education portfolios in secondary schools : connecting learning and assessment

Abstract

Educational reform themes concerning assessments have been most notable for the past decade or so. Conducted by means of a questionnaire addressed to physical education teachers, the study has guided the author to investigate various assessment practices. Literature frequently reveals that among the various alternative approaches to student evaluation, portfolio assessments have been shown to have considerable potential in terms of authenticity. In a threefold manner, the study aims at investigating the sources of evidence utilised for learning, the methods of assessment used and finally analyses the attitudes of physical educators towards the evolving assessment tool of portfolios. The study showed that the most significant challenge faced by teachers is one of apprehension to change; from teacher-directed to student-centred physical education system. Although an affirmative number of teachers are already implementing portfolios, the secondary school physical education programme must increase the number of lessons; include a diversity of practical and theoretical activities and structure a criterion-referenced assessment system. In addition teacher training and preparation and parents' involvement are required to develop accountable and reliable physically educated persons. Portfolio literature describes the differences from traditional assessment practices, advantages and limitations, purposes and phases for development and implementation of a quality system within physical education. In line with the NMC (1999), portfolios are presented as a shifting, growing arsenal of developing processes and experiences that includes students' involvement and self-reflection.