A Technology Project in Physical Education

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At a time when the demands being placed on assessment are greater than at any other time in the history of American education, there is growing dissatisfaction with traditional forms of assessment such as multiple-choice, machine-scored tests, or the use of standardized, isolated closed-skill tests and physical fitness tests. Physical educators know that students are learning, yet the use of these tests neither facilitates learning nor indicates what was learned (National Association for Sport and Physical Education [NASPEj, 1995). NASPE (1995) currently supports a movement toward performance-based assessments that focus on high-priority objectives and significant outcomes for students. Performance-based assessment, often called authentic or alternative assessment, requires students to demonstrate skills and competencies. Performance-based assessment includes assessment options such as student projects, student logs, student journals, parental report, peer observation, self-assessment, group projects, and portfolios. Alternative or performance-based assessment is beneficial in many ways (Jeffries, Jeffries, & Mustain, 1997)


Melissa Parker & Christina Sinclair (2002) “A Technology Project in Physical Education,” Journal of Physical Education, Recreation & Dance, 73:6, 23-27



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