University students' perceptions of peer assessment in health and physical education
Thompson, G. and Williams, R. (2012) University students' perceptions of peer assessment in health and physical education. In: Teaching and Learning Forum 2012: Creating an inclusive learning environment: Engagement, equity, and retention, 2 - 3 February 2012, Murdoch University, Murdoch, W.A.
There has been much written about assessment of student learning in Health and Physical Education (HPE). Traditionally, HPE has been seen as a subject where skill acquisition has been the main focus of assessment. Recent research has suggested that this model is not inclusive of student abilities and privileges certain styles of learning over others. Within the HPE Learning Area there has been a call for more inclusive methods of assessment (Hay, 2009; Glasby, 2006). The idea of the 'good' HPE student as one who excels in the physical domain is at odds with a curriculum that prioritises the affective domain. Subsequent research has suggested that there has been little change in HPE assessment practices in the school. This presentation reports on preliminary findings gathered from a study that explores HPE student-teacher's perspectives and opinions regarding one of these alternative strategies - peer assessment. Data was collected during a second year University HPE unit, where peer assessment was a central and required assessment task. Students were asked to report on their current perceptions, thoughts, opinions and experiences with peer assessment. Participant responses have provided valuable information about the experience of peer assessment in modifying perceptions of peer assessment in the HPE context. Participants have made explicit the reasons why peer assessment could be valuable in a HPE class. This research contributes to the discussion around inclusive assessment strategies and how these may be used productively and effectively in schools.
|Publication Type:||Conference Paper|
|Murdoch Affiliation:||School of Education|
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