Assessment Strategies in Physical Education: Teachers’ Perceived Knowledge Employed in their Teaching at the Senior High Schools

Assessment strategies constitute a comprehensive set of documentation essential for evaluating competency components in Physical Education; however, literature is yet to report on the Physical Education teachers perceived knowledge and assessment strategies employed in their teaching at the Senior High School level. Therefore, this study investigated the Physical Education teachers perceived knowledge of assessment strategies in Senior High Schools. The study employed an explanatory sequential mixed method design to collect quantitative and qualitative data from 178 Physical Education teachers using a questionnaire and an interview guide through a census sampling technique. The findings of the quantitative showed that teachers possessed a high degree of expertise in the usage of assessment strategies through employing a diverse array of assessment strategies, including but not limited to demonstration, skill tests, student observation, peer observation, rubrics, checklists, and written tests whereas that of the qualitative reaffirmed and better explained the quantitative findings. The study provides compelling evidence that a significant majority of 78.9% of Physical Education (PE) teachers in Senior High Schools (SHS) in the Central Region possess a high knowledge regarding the use of assessment strategies. The study’s conclusions presented a multifaceted overview of the assessment strategies employed by Physical Education (PE) teachers in Senior High Schools (SHS) in the Central Region. The implications for these findings are detail discussed as they hold significant implications for both pedagogy and curriculum development.