Assessing Learners' Performances in Physical Education in the New Normal: Teachers’ Experiences
Alvin Francis Ambe | Cesar Pagulong | Rovie Gretchel Bucad
Discipline: Education
Abstract:
The COVID-19 pandemic compelled a radical shift in our educational system. This shift has had a
significant impact on how subjects are taught and students are evaluated, particularly in practical
classes like Physical Education. This case study examined three (3) Physical Education teachers'
practical skills assessments in the Flexible Learning Modality. The data were collected via in-depth
interviews, and qualitative data analysis was used to identify emergent categories and themes based
on excerpts from the participants' interview transcripts. The findings indicate that physical education
teachers use revamped teaching methods and processes when evaluating students' practical skills in
the face of adversity. This includes the use of online platforms to assist students in learning;
formative assessment and feedback; and well-designed rubrics for evaluation. Assessment in the new
normal faces a number of technical, personal, and assessment-related challenges. In response to these
challenges, teachers allow students' final outputs and activities to be extended and modified.
References:
- Centeio, E., Mercier, K., Garn, A., Erwin, H., Marttinen, R., & Foley, J. (2021). The success and struggles of physical education teachers while teaching online during the COVID-19 pandemic. Journal of Teaching in Physical Education, 40(4), 667- 673.
- Creswell, J. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage
- Ehlers, U.-D., and Pawlowski, J. M. (2006). "Quality in European elearning: an introduction," in Handbook on Quality and Standardisation in E-Learning, eds U. D. Ehlers and J. M. Pawlowski (Berlin: Springer), 1–13. doi: 10.1007/3-540-32788-6_1
- Glatthorn, A. (2000). The Principal as Curriculum Leader. 2nd edition. Thousand Oaks, CA: Corwin Press. Goodland.
- Hamid, A. Ibrahim, and A. M. Najia, E-Learning and the Development of the University Education Environment, The National Center for E-Learning and Distance Education, Saudi Arabia, 2020
- Hayes, C., Stott, K., Lamb, K. J., & Hurst, G. A. (2020). “Making every second count”: utilizing TikTok and systems thinking to facilitate scientific public engagement and contextualization of chemistry at home.
- Jamon, B. E. V.,Boholano, H. B., Cabanes-Jamon, M. G., & Pardillo, M. F. (2021). TeachLived Experiences in The New Normal In Philippine Public Schools: A Phenomenology. International Journal of Research, 8(2), 773-782
- Kearns, L. R. (2012). Student assessment in online learning: Challenges and effective practices. The Online Journal of Online Learning and Teaching, 8(3), 198
- Lincoln, Y & Guba, E. (1985). Naturalistic Inquiry. Beverly Hills, CA:Sage.
- Lu, C., Barrett, J., & Lu, O. (2020). Teaching physical education teacher education (PETE) online: Challenges and solutions
- Morce, A., (2021) “What does Physical Education Mean?” Eleanor’s Book Copyright@2022
- Nirup Sundaresan, Nermeen Dashoush & Rebecca Shangraw (2017) Now That We're “Well Rounded,” Let's Commit to Quality Physical Education Assessment, Journal of Physical E d u c a t i o n , R e c r e a t i o n & Dance, 88:8, 35-38, DOI: 10.1080/07303084.2017.1356770
- Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in Remote Learning: Voices of Philippine University Students in the Wake of COVID-19 Crisis. Asian Journal of Distance Education, 15(2), 147- 158.
- Ryan, A., and Tilbury, D. (2013). Flexible Pedagogies: New Pedagogical Ideas. London: Higher Education Academy.
- Santos, A. P. (2020). In the Philippines, distance learning reveals the digital divide. The Heinrich-Böll-Stiftung European Union
Philippine E-Journals 
