Assessment Under Duress: Challenges to Physical Education Assessments and the Emergence of Compromised Norms

Abstract

This study investigated the challenges faced by Physical and Health Education teachers in implementing Classroom-based Assessment (CBA) practices, addressing a research gap in localized and practical constraints in slightly underrepresented regions of Malaysia. It sought to answer two research questions: what issues obstructed effective PE assessments, and how did these persistent challenges shape teachers' assessment norms and practices? Utilizing an explanatory qualitative research design, the study involved in-depth interviews with four teachers from Sabah and Sarawak. The thematic analysis revealed five main challenges: the complexity of CBA requirements, inherent complexities of PE assessments, lack of standardized assessment approaches, resource constraints, and administrative issues. Key findings indicated that these challenges led to compromised assessment practices, such as grade inflation and score averaging. The study highlighted the need for comprehensive professional development programs to enhance teachers' assessment knowledge and skills, fostering collaboration and consistent assessment practices. Recommendations included peer teaching, mentoring programs, and better resource allocation to improve PE assessments' effectiveness and alignment with educational objectives.