Perceptions of Middle School Assessment: An Ecological View
Teachers’ and students’ perceptions of assessment have been examined to some extent in physical education (Nugent & Faucette, 1995; Matanin & Tannehill, 1994; Veal, 1988). The ecology of physical education provides a lens through which to examine teachers’ and students’ perceptions of assessment since assessment tasks may develop as instructional, managerial or student social tasks. The development of assessment tasks within the ecological framework may further be influenced by concepts such as ambiguity, risk, and accountability. Although teachers’ and students’ perceptions of assessment have been a topic of investigation in physical education, examination through an ecological lens is lacking. The purpose of this study was to examine student and teacher perceptions of assessment in two units of instruction from an ecological perspective. Participants were 10 7th grade students and their teacher. Data were collected through formal interviews (pre and post unit) using a semi structured interview guide. Document data were also collected in the form of district curricula and assessment examples. Interview data were analyzed qualitatively through constant comparison (Strauss & Corbin, 1998). Categories were developed and examined for common elements that ran throughout and tied them together. Themes were then extracted from these categories. Data were then selectively coded for examples that illustrated the themes. Three main findings were drawn from the analysis. First students’ perceptions of assessment were influenced by the ambiguity of what was being assessed and the lack of risk associated with their level of performance on the assessments. Although ambiguity was present there was little to no risk because students were not held formally accountable by a grade exchange for assessment tasks. In addition, the learning activities were not difficult as students reported they were familiar with them and had been doing them each year in physical education. Secondly, both students and teacher marginalized assessment in physical education because neither valued assessment as a tool for learning, but they viewed assessment as a source of motivation to try harder. Finally, the student social system impacted the students’ perceptions of assessment because the students wanted to have fun; however, many believed assessments were not fun, but boring. In addition, the teacher and the students also perceived that working with their friends to complete assessments resulted in more effort and learning because students wanted to perform well in front of their friends.