Formative assessment in Physical Education and its relation to the level of attention of primary school children

Abstract

Introduction. The aim of this study was to analyse the relationship between primary school students’ perception of the Physical Education teacher’s formative assessment practices in terms of their level of attention. Methods. In this descriptive cross-sectional study that included 172 students, attention was assessed through the Perception of Similarities and Differences test and the teacher’s formative assessment practices through the teacher performance questionnaire associated with formative assessment practices whose scores were validated. Results. With regard to gender, Student’s t-test showed no significant differences except for the number of errors in favour of males (p < .05). In relation to the level of attention, we detected statistically significant differences in metacognitive (p < .05) and retrospective (p < .05) formative assessment in favour of those with a lower level of attention. However, the linear regression test showed a negative association between attention and metacognitive formative assessment (R2 = .28). Conclusion. It can be concluded that a lower level of attention seems to be associated with a higher perception of primary school students of metacognitive assessment practice associated with internal information processing and with retroactive assessment practice, which is related to the anticipation of learning difficulties. Being aware of the importance of formative assessment in the teaching-learning process, it would be advisable to involve the whole educational community in order to arouse interest among teachers, as it provides essential knowledge in their professional work, contributing to the improvement of academic development as well as to the comprehensive training of all schoolchildren.

Uvod: Cilj ovog istraživanja bio je da se analizira povezanost između percepcije učenika osnovnih škola o primeni formativnog ocenjivanja od strane nastavnika fizičkog vaspitanja i nivoa njihove pažnje. Metode: U ovoj deskriptivnoj transverzalnoj studiji, koja je obuhvatila 172 učenika, pažnja je procenjena testom Percepcija sličnosti i razlika, a praksa nastavnika u formativnom ocenjivanju putem upitnika o uspešnosti nastavnika koji je u vezi sa praksom formativnog ocenjivanja i čiji su rezultati validirani. Rezultati: S obzirom na pol, Studentov t-test nije pokazao značajne razlike, osim u broju grešaka u korist dečaka (p < .05). S obzirom na nivo pažnje, nađene su statistički značajne razlike u metakognitivnom (p < .05) i retrospektivnom (p < .05) formativnom ocenjivanju u korist onih sa nižim nivoom pažnje. Međutim, test linearne regresije pokazao je negativnu povezanost između pažnje i metakognitivnog formativnog ocenjivanja (R2 = .28). Zaključak: Može se zaključiti da je niži nivo pažnje izgleda povezan sa povišenom percepcijom učenika osnovnih škola o primeni metakognitivnog ocenjivanja koje je povezano sa internom obradom informacija i sa primenom retroaktivnog ocenjivanja, što je povezano sa pretpostavljenim teškoćama u učenju. Imajući u vidu značaj formativnog ocenjivanja u procesu nastave i učenja, bilo bi preporučljivo da se uključi celokupna obrazovna zajednica, kako bi se podstaklo interesovanje nastavnika, jer ono pruža suštinska znanja u njihovom profesionalnom radu, doprinosi unapređenju akademskog razvoja i sveobuhvatnoj obuci sve dece školskog uzrasta.