Browsing by Author "Lönnroth, Sara"

According to basic education national core curriculum (2014) the assessment of physical education should take place using versatile assessment methods. The purpose of assessment is to courage and support the pupil towards more kinematic lifestyle. The purpose of this educational sciences study is to take a look, portray and analyze the assessment of physical education and its execution especially from the class teachers point of view. The basis of this study is to take a look at different assessment methods and assessment practices and their influences showing up on pupils and their learning through the teachers eyes. Qualitative research method was chosen as the research strategy of this study. The focus group of this study consists from four class teachers that all work in the Helsinki metropolitan area. The material was acquired by a questionnaire that consisted of seven open questions. Before the actual questionnaire was sent there was a pre inquiry which was also included in the study. The material was analyzed by using content analyzis. According to the study results all the teachers that answered the query felt that the evaluation of physical education is challenging and that the current assessment system increases pupils inequality. All teachers mostly used continual assessment and giving feedback as the assessment method and felt that specifically numeric assessment was challenging. Trying and activity was kept as the most important subject of assessment over kinematic talents. Pupils were mostly assessed based on class activity, enthusiasm and trying. Based on these criterions the assessment was kept important for the pupils self-esteems improvement and it was kept as the enabler for getting enthusiastic about a kinematic lifestyle. These were kept as the most important goals of physical education.