학교체육 평가실태 분석에 따른 평가 영역별 중요도 및 실행도 분석: Borich 및 LF 모델 활용
Analysis of the Importance-Implementation of Evaluation Domains in School Physical Education Assessment: Utilizing the Borich and LF Models
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This study analyzes the current state of physical education (PE) assessment and examines the discrepancies between perceived importance and actual implementation. Specifically, it investigates differences in assessment perceptions based on teaching experience and identifies priority areas for improvement using Borich's Needs Assessment and the Locus for Focus (LF) Model. A survey was conducted with 106 PE teachers nationwide, assessing 18 items on importance and implementation. Data were analyzed using a paired-sample t-test, Borich's Needs Assessment, and the LF Model. The results revealed significant gaps across all elements, with the largest discrepancy found in "Balanced assessment of cognitive, psychomotor, and affective learning domains." Novice teachers highly valued diverse assessment methods but struggled with execution, while experienced teachers recognized the need for structured assessments but faced limitations in implementation due to workload and lack of resources. Despite these challenges, both groups emphasized the importance and effective execution of "Process-based assessment aligned with instructional content." These findings suggest the need for structured training programs and enhanced support systems to improve PE assessment practices. Future research should explore qualitative approaches to identify challenges in assessment execution and develop strategies for more effective implementation.
Abstract
This study analyzes the current state of physical education (PE) assessment and examines the discrepancies between perceived importance and actual implementation. Specifically, it investigates differences in assessment perceptions based on teaching experience and identifies priority areas for improvement using Borich's Needs Assessment and the Locus for Focus (LF) Model. A survey was conducted with 106 PE teachers nationwide, assessing 18 items on importance and implementation. Data were analyzed using a paired-sample t-test, Borich's Needs Assessment, and the LF Model. The results revealed significant gaps across all elements, with the largest discrepancy found in "Balanced assessment of cognitive, psychomotor, and affective learning domains." Novice teachers highly valued diverse assessment methods but struggled with execution, while experienced teachers recognized the need for structured assessments but faced limitations in implementation due to workload and lack of resources. Despite these challenges, both groups emphasized the importance and effective execution of "Process-based assessment aligned with instructional content." These findings suggest the need for structured training programs and enhanced support systems to improve PE assessment practices. Future research should explore qualitative approaches to identify challenges in assessment execution and develop strategies for more effective implementation.