Physical Education teachers’ assessment of student performance in invasion games in Victorian secondary schools: a mixed methods study

Background
Assessment in Physical Education (PE) is viewed as one of the most challenging issues faced by teachers worldwide. The use of valid and reliable assessment tools is limited, students are often overlooked in the assessment process, curriculum and assessment are not always in alignment, and the purpose of assessment is often to grade students, rather than support their learning. This study aimed to describe, explain, and make meaning of the assessment practices (actual and idealised) of Victorian secondary school PE teachers in the context of students’ tactical-technical performance in invasion games and sports in Year Levels 7–10 (ages 13–16 years).

Methods
This study utilised an explanatory sequential mixed methods study design through a two-phase survey. The first phase of the survey employed a cross-sectional quantitative study of 80 Victorian secondary school PE teachers though an online survey. Designed with reference to the extant literature, the survey comprised 17 closed-ended items examining teachers' assessment practices of students’ tactical-technical performance in invasion games and sports. The second phase of the survey employed a nested purposive sample of participants in a series of online semi-structured individual interviews (n = 8). Quantitative data (phase one) were analysed using descriptive statistics (percentages, frequencies). Qualitative data (phase two) were analysed using reflexive thematic analysis of interview responses.

Findings
The quantitative findings revealed that teachers administered most assessments; rubrics were deemed the most useful assessment tool; prevalent valid and reliable assessment tools found in the peer-reviewed literature were rarely used; and there was modest alignment of assessment to curriculum. Qualitative findings were presented thematically to indicate that student involvement in the assessment process was limited, the subjective language used in rubrics negatively impacted their utility and that assessment was not always aligned with official curriculum documents.

Conclusion
This study indicates the need for resource development and on-going professional learning opportunities for in-service PE teachers to: (1) develop assessment for learning (AfL) strategies; (2) activate students as assessors; (3) promote greater alignment of assessment to curriculum; and (4) support efficacious rubric design.

Impact statement
This study contributes to the field by demonstrating that assessment feasibility is of paramount importance to Victorian secondary school PE teachers. It positions assessment feasibility as a central design consideration in resource development and professional learning.