Browsing by Author "Rasi, Joni"

Aims. The aim of this study was to find out physical education evaluation methods implemented by elementary school teachers teaching physical education. The aim of this study was to find out elementary school teachers’ perceptions of pupil evaluation in physical education. According to na-tional core curriculum (2014) elementary school teachers have to implement evaluation using ver-satile evaluation methods, with an emphasis on making observations. In this study on the one hand answers were sought to what kind of methods elementary school teachers use to evaluate physical education and on the other hand what kind of perceptions elementary school teachers have implementation of evaluation in physical education. Methods. The study was implemented as a qualitative study in which the data were collected through theme interviews. Three elementary school teachers participated in the study from the Southern Finland. The interviews of the thesis were executed in the spring of 2022. The research has phenomenographic features and theory laden content analysis was used as the analysis method. Results and conclusion. The teachers who participated in the study used formative and continu-ous evaluation, observation, and self-evaluation as their assessment methods for physical educa-tion. The formative evaluation included descriptions of how elementary school teachers instructed the students in line with the lesson objectives, gave encouraging and developing feedback to their students and intervened in behavioural disturbances. The teachers used both systematic and un-systematic observation. The difference between systematic and unsystematic observation was described through whether the teacher recorded the student’s performance in the lesson or not. Self-evaluation was carried out both within physical education lessons and at the end of study pe-riods using self-evaluation forms. The elementary school teachers’ perception of pupil assessment was consistent. Evaluation in sport education is difficult because summative tests are not used, resources are insufficient, and the learning environment and teaching content vary from lesson to lesson. In order to facilitate elementary school teacher’s evaluation work in physical education, teachers should be trained appropriately so that teachers have enough tools to evaluate their students in a uniform and nationally comparable manner. On the other hand, allocated additional re-sources are necessary so that teachers are not left alone with their evaluation work.