ASSESSING LEARNERS' PERFORMANCES IN

PHYSICAL EDUCATION IN THE NEW NORMAL:

TEACHERS’ EXPERIENCES

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2022
Volume: 5
Issue: 1
Pages: 454-459
Document ID: 2022PEMJ336
DOI: 10.5281/zenodo.7306258
Manuscript Accepted: 2022-09-11
Psych Educ, 2022, 5(1): 454-459, Document ID: 2022PEMJ336, doi: 10.5281/zenodo.7306258, ISSN 2822-4353
Research Article

Assessing Learners' Performances in Physical Education in the New Normal:

Teachers’ Experiences
Alvin Francis B. Ambe*, Cesar J. Pagulong, Rovie Gretchel P. Bucad
For affiliations and correspondence, see the last page.

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.

Keywords: practical assessment, physical education, flexible learning modality, student performance

Introduction nature of PE and the educational shift, implementing

flexible learning has been a significant challenge
because it has exacerbated the difficulty of teaching
The global coronavirus disease of 2019 (COVID-19) physical education by requiring teachers to spend time
has taken a massive toll on our lives (World Health and effort on skill demonstrations and creating
Organization 2020). Since the pandemic's declaration, learning and assessment materials for lessons to be
avoiding direct contact and maintaining social distance accessible. Centeio et al. (2021) found that teachers
has become our second nature. As a result, numerous struggled with assessment and holding students
countries, including the Philippines, have altered their accountable during the pandemic. This difficulty was
educational systems. This shift has significantly caused by various factors, including a lack of
impacted how subjects are taught and how students are participation and a lack of policy requiring students to
evaluated, particularly in practical classes like Physical participate. Although teachers successfully overcame
Education. technological challenges, assessment and meeting
standards remained a source of concern. Teachers
Physical Education (PE) aims to develop students'
found it difficult to track and evaluate student
physical competence and knowledge of movement and
participation in a virtual environment. There were
safety and perform various activities associated with
significant barriers to reaching all students, which
creating an active and healthy lifestyle (Morce, 2021).
exacerbated assessment and accountability issues.
One cannot produce such skills by just listening alone.
It should be the application of the lessons. Teachers
Assessment is essential to effective physical education
should create a new approach that can highlight the
teaching and learning because it elicits information
needs and meet the demands of the learners' functional
about students' strengths, weaknesses, and educational
fitness and physical activity performance. It should be
needs, which informs future planning and instruction.
a learner-centered, performance-driven system widely
Assessment is also crucial for assigning grades,
highlighted across cultures in different contexts.
communicating student achievement to others, and
Performance assessment requires learners to display,
demonstrate, execute, create, develop a product or a evaluating the effectiveness of teachers and schools.
solution following certain conditions and criteria. Furthermore, assessment feedback has been shown to
increase student motivation and engagement and
The current educational system makes teaching PE contribute to the creation of a positive learning
difficult because, as with all physical activities, environment. The importance of assessment in
including exercise, games, sports, dance, and education appears to be at an all-time high. Physical
recreation, the body serves as the medium of education teachers and programs document student
instruction (Lu et al., 2020). Given the skill-based learning and progress evidence in many schools. In

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Research Article

teacher-participants are credible and competent

professionals.

addition to assessing students learning in their specific Finally, to provide a rich narrative of their teaching
content area, physical education teachers are often experiences, participants must have taught PE for the
asked to address literacy goals and demonstrate their entire circle of the last two academic years (2019-
effectiveness through quality assessment measures 2020 and 2020-2021). During the previous years, their
(Mercier, Whitley, & Manson, 2004). Furthermore, to experiences as PE teachers provided them with more
increase the apparent value of PE and justify its vivid and varied experiences in the flexible learning
importance as part of a student's well-rounded modality. Finally, the variety of academic settings,
education, physical educators must examine how they diversity of teaching experiences, and range of learners
define, measure, and report student achievement in the encountered in class ensured data richness.
physical education setting, as well as commit to
developing and implementing quality assessment The teacher participants are the following using their
systems (Sundaresan, Dashoush, & Shangraw, 2017). pseudo names: Professor Julius works as a part-time
assistant professor in a Bohol tertiary institution. He
With the shift in how PE is taught and the challenges it has been teaching for seven years and has taught
brings, the researchers were motivated to conduct a various Physical Education subjects, including
study on Physical education teachers' experiences in FITPATH A, movement enhancement, folk dances,
assessing learners' practical skills in the new normal. and specialized topics in the Bachelor of Physical
This study will help teachers evaluate their practices Education program. The following sections will
which will lead them in the selection of appropriate discuss the various assessment practices used to
assessment methods suited under the flexible learning evaluate Mr. Julius's practical ability in the multiple
modality. Thus, there is a need to identify the core and subjects mentioned previously. Professor Kenneth
cluster themes that describe their experiences to works as a tenured professor in a private higher
address the challenges they encounter. Furthermore, education institution in General City. He has been
the results may serve as the primary material to help teaching the subjects for many years already, like
revitalize online physical education classes in the teaching different physical education subjects, namely
future. physical education 1 (Physical Fitness), PE 2 (Dance),
PE 3 (Individual and Dual), and PE 4 (team sports).
Professor Jose is a regular teacher in one of the most
Methodology prominent schools in the Division of Negros
Occidental. He is also a part-time college instructor
Participants and handling Physical Education allied subjects at
Bago City College, Bago City, Negros Occidental. He
Participants in the study are physical education is also a dance coach specifically, folk dance.
teachers from various schools in the Philippines. The Professor Jose is more than seven years of service in
present research purposely chose three (3) participants the field of education.
and used the following criteria to select participants:
Research Design and Instrumentation
(1) A full-time or part-time physical education
instructor; (2) has passed the Teacher Licensure
The qualitative research method was used in this study
Examination; and (3) has taught PE for the academic
to unveil the participants' assessment practices in the
years 2019-2020 and 2020-2021.
Flexible Learning Modality. The qualitative research
These inclusion criteria have been identified in this process entails developing questions and procedures,
qualitative research because they will ensure that the data collection typically in the setting of the
PE teachers can provide the information required to participants, data analysis inductively built from
address the research's objective. This research aims to particulars to general themes, and the researcher
describe how physical education teachers assess interpretations the data's meaning (Creswell,
practical skills in a flexible learning mode. As a result, 2007).The case study method was employed in the
participants must be PE teachers. The researcher study. This is to seek a deep understanding of the full
established the second criterion to ensure that the range of assessment practices used by teachers in their
respective classes.This single case study focuses on
Physical Education teachers who met the inclusion
mentioned above criteria.

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Research Article

A semi-structured interview guide was used to conduct Figure 1. Thematic Map on PE teachers’ Experiences
the interview and collect data. It was a researcher- with Practical Skill Assessment in the New Normal
created tool that included questions necessary for
determining the participants' practical skills
assessment. Prior to conducting the actual interview
with the participants, the researchers conducted a dry
run to ensure the validity and appropriateness of the
researcher's questioning approach.

Data Gathering Procedures

The researchers identified participants who met the

criteria for inclusion. The researcher wrote to the
participants to obtain their consent following initial
identification. The researchers conducted an online
orientation to the purpose and methodology of the
study. Additionally, the orientation emphasized the
participants' voluntariness and right to withdraw. The
interview began after the participants signed the
consent form. The researchers taped their
conversations with the participants. The interview with
each participant lasted approximately 60 minutes. The
researcher made a point of emphasizing the study's
confidentiality, speaking with each participant about
how they could obtain a transcribed copy of the
interview for review and discussing the critical nature
of follow-up meetings. The researcher used codes
rather than real names during the transcription process.
The researchers then transcribed all recorded audios,
and data analysis began.

Data Analysis

The study's data were analyzed using the Moustakas

Modified van Kaam Method of Thematic Analysis.
Interview transcripts and document reviews were the
primary data sources for the analyses. The analysis
began with horizontalizing and condensing relevant
statements. Following that, cluster themes were
thematized, which led to the core themes of teachers'
experiences. The textual description is organized into a
structure that explains how the experience occurred.

Result and Discussion

This section summarizes the themes identified and The first theme that emerged is utilizing online
analyzed by the researchers from the participants' platforms and reshaping teaching processes and
responses. It begins with the thematic map on PE instructional methods to facilitate student learning
teachers' practical skill assessment Experiences in the used by the participants in Assessing Learners'
New Normal, followed by a discussion of each theme. Performances in Physical Education in the New
Normal. According to Ibrahim et al. 2020, online
learning has been made available for higher education

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Psych Educ, 2022, 5(1): 454-459, Document ID: 2022PEMJ336, doi: 10.5281/zenodo.7306258, ISSN 2822-4353
Research Article

through recorded lectures and online platforms. It is classes.

one of the main pillars of quality in education in the
new normal. Likewise, in the study of Ehlers and A specifically designed rubric in assessing student
Pawlowski 2006, online learning has become a part of performance emerged as theme three of the current
the 21st century as it makes use of online platforms. E- research study. (Alaamer et al., 2021)Standardized
learning is defined as using online platforms rubrics give students a reference point regarding what
technologies and the internet to enhance learning and is expected while learning oral skills, which results in
provide users with access to online services. students working towards improving their skills to
meet the standards of the rubric. When applied in the
According to Glatthorn, 2000, adjustment on classroom, a well-designed rubric stimulates feedback
assessment measures is a significant factor amid the from students as a formative assessment method.
pandemic. There is a need to limit requirements and Additionally, they can be used summatively to help
focus on the important essential projects that measure students compare their self-assessment and a grader's
the enduring learning outcomes like case scenarios, judgment.
problem-based activities, and capstone projects.
Authentic assessments have to be intensified to ensure Technical, personal, and assessment difficulties posed
that the learners acquire competencies. In modifying the most significant challenge for PE teachers in
and revamping the teaching methods in the curriculum assessing practical skills in the new normal. Taking the
amid the pandemic, it must be remembered that limelight is Internet connectivity. Since internet traffic
initiatives and evaluation tasks must be anchored on has exploded due to increased usage during the
what the learners need, including their safety and well- pandemic, the internet networks have slowed web page
being. and app download speeds (Ookla). Apart from this,
many students cannot access the internet, making
Furthermore, curriculum recalibration is not just about assessment even more difficult as 2.8 million students
the content of what is to be learned and taught but how have no internet access, especially in rural areas,
it is to be understood, trained, and assessed in the where internet access and speed can be limited (Santos
context of the challenges brought about by the 2020).
pandemic. A flexible curriculum design should be
learner-centered. Take into account the demographic Aside from the internet problem, several other factors
profile and circumstances of learners–such as access to have made assessing practical skills in the New
technology, technological literacies, different learning Normal difficult. Insufficient learning resources;
styles and capabilities, different knowledge power outages; vague learning contents; overloaded
backgrounds and experiences - and ensure varied and lesson activities; limited teacher scaffolds; poor peer
flexible assessment forms (Ryan and Tilbury, 2013; communication; conflict with home responsibilities; a
Gachago et al., 2018). The challenge during the poor learning environment; financial difficulties; and
pandemic is how to create a balance between relevant physical health complications. are among them (Rotas
essential competencies for the students to acquire and & Cahapay 2020). The above-mentioned rigors were
the teachers' desire to achieve the intended outcomes also present among PE teachers, as some of their
of the curriculum. students reported working and thus being unable to
respond to practical exams. This difficult situation is
The second theme, which appeared to provide just one of many that they face in their families.
feedback through formative assessment for students'
development, was the most effective assessment for Finally, assessment has become difficult due to the
students in the new normal. Feedback is powerful in volume of outputs to be checked and the difficulty in
the learning process if used effectively. Constructive providing feedback. These difficulties arose as a result
feedback should be multidimensional, non-evaluative, of the instructor's physical distance from the students,
supportive, timely, specific, credible, infrequent, and adaptations as a result of the necessity of using
genuine (e.g., Brophy, 1981; Schwartz & White, technology to communicate with students, workload
2000). (Hatziapostolou, et al. 2010) Moreover, and time management issues, and the ongoing need to
effective feedback communication mechanisms should collect and provide feedback on a variety of
be integrated into a student's online learning space, and assessment data (Kearns 2012).This is supported by
it is anticipated that this provision will motivate Jamon et al. (2021), who state that monitoring,
students to engage with feedback. (Calixto et al., 2021) feedback, and assessing learning are challenges
Teachers use various online formative assessment teachers face in the new normal. The large number of
practices in the new normal similar to in face-to-face students in class and the technological divide among

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Research Article

students contribute to the difficulty of checking and themes emerged with supporting clustered themes for
providing feedback on student performances. each category regarding the effective assessment for
practical skill through the participants’ experiences. As
Modification and Extension of student output and we face the health crisis brought by the COVID-19
submission emerged as the core theme on how pandemic, it is incumbent that physical education
teachers respond to the many challenges in assessing teachers provide well-planned teaching processes and
practical skills. Despite the various challenges that PE instructional methods. It encompasses the utilization of
teachers face, they continue to ensure that their online platforms to facilitate student learning; highly
assessments are barrier-free and meet the diverse recommended formative feedbacking for assessment;
needs of their students. Allowing extensions on output well-designed rubrics for evaluation; and modified
submission and giving consideration to students' work final outputs for students with intermittent internet
were some of their measures to address the connectivity, which is one of the pressing issues for
technological divide in the classroom. Teachers also the new normal. Through the five themes that emerged
maximize group work and incorporate online in the current study, researchers developed a
applications to assist students in large file submission proposition that stated the application of the revamped
and specify performance limits to respond to the sheer teaching methods and processes in assessing practical
volume of outputs to be checked. skills amidst adversity. For further research,
researchers recommended that other teaching areas
In addition, teachers show compassionate behavior like preparation and instruction be studied.
towards their students by understanding their Furthermore, the sample size could be increased to
circumstances, accepting late submissions, and support the previously mentioned findings.
assisting and m o tivating them to succeed
academically. The participants also emphasized that
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