Performance Assessment for Physical Education
Tomoliyus Tomoliyus and Yustinus Sukarmin
Faculty of Sports Science Yogyakarta State University, Indonesia
tomoliyus@uny.ac.id
Keywords: Developing, content validity, invasion game.
Abstract: The purpose of this study is to test the validity of the content of the performance assessment tool for physical
education learning invasion games in high school. This study uses a research and development approach
developed by Borg and Gall. The first phase of the research subject is a written document. Content validity
analysis was done quantitatively and qualitatively. The qualitative analysis of content validity was based on
the input from experts through Focus Group Discussion (FGD). On the other hand, the quantitative analysis
of content validity was employed using Aiken’s formula (V). The results show that the content validity index
average of 0.86 for the performance assessment invasion game. Thus, it can be concluded that all items used
in the performance assessment of physical education learning in high school already meet the criteria of
content validity is very high.
1 INTRODUCTION
In the physical education subject in the 2013
Curriculum for senior high school level, there are
learning materials on invasion games. Based on the
tactics used, games can be grouped into four, namely
net-game, invasion game, striking game, and target
game (Lund and Tannehill, 2005; Mitchell, 2009;
Belka, 2004). Invasion groups include football,
basketball, handball, and futsal. Broadly speaking,
the common tactics problem in invasion games are
the tactics to gain score and tactics to prevent score.
The scoring tactics involve maintaining possession of
the ball, creating space for attack, and using space to
attack. On the other hand, preventing scores tactics
include maintaining the space, maintaining the score,
and winning the battle of the ball. Based on the
description, invasion games require the ability to
score and to prevent scores. The ability to score and
to prevent scores require non-ball movements
(supporting teammates) and movements with balls or
techniques that match the games’ problem or
situation. In other words, the performance aspect of
the invasion games based on tactics requires two
important factors which are offensive tactics to score
and defensive tactics to prevent scores.
According to Grehaigne, et al, (2005); Oslin
(2003) and Butler, et al, (2008), performance aspects
of the invasion games consist of two factors:
offensive tactic factors that include decision making
and skill execution as well as defensive tactic factors
that include base (back to the original position),
support, marking, cover, and adjust. Thus, the
physical education learning process on invasion game
learning materials using tactic approach is taught and
assessed by using those factors.
Efforts to improve the quality of the physical
education learning on the materials of invasion games
with tactic approach in senior high school among
others can be conducted through improvements in
learning and game performance assessment.
Assessment and learning process are interrelated
(Babar Khan. 2012), because a good learning will
result in a good performance assessment as well.
Based on the preliminary studies conducted by the
researchers, it was found that 90 percent of physical
education teachers in senior high school only limited
the assessment of skills implementation by using
skills test to assess the groups' learning outcomes of
invasion game performance. The skill tests used by
the physical education teachers in senior high school
have not yet been able to measure the skills to play
football and basketball thoroughly. In addition, from
the preliminary studies, it can be seen that 94 percent
of the physical education teachers in senior high
school need a performance measurement instrument
for invasion games that can measure the skills
thoroughly.
Assessment and learning are inseparable from one
another (Büyükkarci, 2014; Jabbarifar, 2009; Md.
Tomoliyus, T. and Sukarmin, Y.
Performance Assessment for Physical Education.
In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 1, pages 59-64
ISBN: 978-989-758-317-9
Copyright © 2018 by SCITEPRESS Science and Technology Publications, Lda. All rights reser ved
59
Fazlur Rahman, 2011). Assessment has an
assessment criterion called rubric (Ernesto Panadero
and Margarida Romero, 2014). Rubric is an
assessment guide that describes the assessment
criteria (Center for Teaching and Learning, 2014),
these criteria were used in assessing teacher or give
the job or task result level students (Eshun and Osei
Poku, 2013). Teachers make judgments by rubric,
teachers can assess students more objectively fellow
students (Anson, et al, 2012).
Performance assessment or alternative assessment
or authentic assessment is a form of assessment to
demonstrate or to apply the knowledge that the
students have acquired and to describe a student's
ability through a process, activity or performance in
accordance with the desired criteria (Lund, 2010;
Mueller, 2009; Linn, et al, 1991; Hargreaves, et al,
2002). The performance assessment is categorized as
good if the instrument used is valid and reliable.
Validity contains the meaning of how far the
instrument or the test really describes what it wants to
measure (Tomoliyus, et al, 2016). Validity in
performance assessment is a very important issue
because it concerns the accuracy of the instruments or
tests used (Gélinas et al, 2009; Schleyer et al, 2001)
It can be interpreted that an improper or inappropriate
instrument or test will bring implications on the
validity of the performance assessment results. Linn
(1994) mentions that the difficulties faced by
performance-based assessment are validity and
reliability. There are two types of validity: content
validity which is referred to as internal validity and
empirical validity which is referred to as external
validity.
One of the ways to develop a performance
assessment instrument is by determining the content
validity as the beginning to assess the suitability of
the scale of items used. Content validity ensures that
the measurements include a sufficient set of items and
represent the conceptual disclosure. The more the
item scale reflects the area or the overall concept
being measured, the greater the content validity. In
other words, content validity implies how well factors
and indicators of a concept have been described.
Content validity is the validity which is estimated by
testing the feasibility or relevance of the test contents
through rational analysis by an expert in a qualitative
manner by involving a minimum of seven experts
(Devon et al., 2007). After that, it is followed by a
quantitative analysis of calculation of the Content
Validity Index (CVI) by using the Aiken’s formula
(Aiken, 1985). From the CVI calculation, an item or
an instrument can be categorized based on its' index.
2 METHODS
This study uses a research and development approach
developed by Borg and Gall. The first phase of the
research subject is a written document (journals, the
results of previous studies, textbooks). The content
validity test was using expert judgment with focus
group focus group discussion technique (FGD) and
Delphi technique to evaluate the product design of the
performance assessment instrument construction of
physical education learning on the materials of
invasion games that has been designed. The experts
reviewed the content, constructs, and languages of
each prototype. The advice from the experts was used
to revise the developed instrument. In assessing, the
experts used the value scale that cover the value of 1
= not appropriate, value of 2 = less appropriate, value
of 3 = appropriate, value of 4 =very appropriate. The
next analysis was a quantitative analysis using the
Aiken’s formula to calculate the agreement index of
the results from the experts’ judgment on the content
validity.
3 RESULTS
The results of this study are in the form of
construction of performance assessment instrument
on the physical education learning materials of
invasion games for senior high school students and
the results of content validity test. Based on the
assessment and suggestion from the experts
qualitatively, there is a very good assessment on the
construction of performance assessment instrument
on the physical education learning materials of
invasion games for senior high school students
containing the tasks, framework, rubrics, observation
sheets and score of assesment. The complete results
of the construction of the developed instruments are
presented as follows.
3.1 The Construction of Performance
Assessment Instrument
3.1.1 Task
Students play basketball 3 on 3 for 5 minutes, half
basketball court with a single ring. The rules are the
same as basketball games. Students play football 3 on
3 for 5 minutes, on a 15 meters long and 7 meters
wide field. The rules are the same as football games.
ICSSHPE 2017 - 2nd International Conference on Sports Science, Health and Physical Education
60
Table 1: Framework.
Factor
Indicators
Items
The
performa
nce
assessme
nt in the
invasion
game
Decision
making
Decision-making is right
Skill
execution
Passing to a friend
accurately
Shooting target
accurately
Dribbling is rarely
grabbed by the opponent
Base
Back to the original
position
Cover
Keeping the opponent
when the opponent has
the ball
Support
Looking for a vacant
position when his
teammate has the ball
3.1.2 Rubric
Table 2: Decision Making.
Score
Items
3
Always making the right decision during
play
2
Sometimes making the right decision during
play
1
Never making the right decision during play
Table 3: Passing.
Score
Items
3
Always accurate when passing to a
teammate
2
Sometimes accurate when passing to a
teammate
1
Never accurate when passing to a teammate
Table 4: Shooting.
Score
Items
3
Always hitting the target when shooting
2
Sometimes hitting the target when shooting
1
Never hitting the target when shooting
Table 5: Dribbling.
Score
Items
3
Dribbling is never grabbed by the opponent
2
Dribbling is sometimes grabbed by the
opponent
1
Dribbling is always grabbed by the
opponent
Table 6: Base.
Score
3
2
1
Table 7: Cover.
Score
3
2
1
Table 8: Support.
Score
Items
3
Always looking for a vacant position when
his teammate has the ball
2
Sometimes looking for a vacant
position when his teammate has the ball
1
Never looking for a vacant position when
his teammate has the ball
3.1.3 Observation Sheet
Working Instructions:
Put a mark in the score 3 column, if the student is
always right on target/going back to the original
position/keeping the opponent/ looking for a
vacant position.
Put a mark in the score 2 column, if the student is
sometimes right on target/going back to the
original position/keeping the opponent/ looking
for a vacant position.
Put a mark in the score 1 column, if the student is
never right on target/going back to the original
position/keeping the opponent/ looking for a
vacant position.
Indicator
Assess
ment
weight
Score of
scale
Indicator
Score
1
2
33
Decision making
10
20
Skill
execution
Passing
10
30
Dribbling
10
30
Shooting
40
120
Base
10
20
Cover
10
30
Support
10
30
Total Indicator of Score
280
Performance Assessment for Physical Education
61
Score of scale:
1.0 - 1.5 Less; 1.6 - 2.0 Enough; 2.1 - 2.5 Good; 2.6
- 3.0 Very Good
Score of Assesment:
Score of assesment = Total of indicator score : 100
(280 : 100 = 2.8). The score of assessment 2.8 Very
Good
3.2 Content Validation Test Results
The quantitative content validity test using the
Aikens formula generates a high Content Validity
Index. The complete results are presented in Table 1.
Table 9: Quantitative Content Validity Test Results.
Factor
Indicators
Items
V
The
performance
assessment
in the
invasion
game
Task
Task play
basketball
Task play
football
0.90
Decision
making
Decision-
making is
right
0.81
Skill
execution
Passing to a
teammate
accurately
0.90
Shooting
target
accurately
0.90
Dribbling is
never
grabbed by
the opponent
0.95
Base
Going back
to the original
position
0.81
Cover
Keeping the
opponent
when the
opponent has
the ball
0.81
Support
Looking for a
vacant
position
when his
teammate has
the ball
0.81
Rubric
0.81
Observation Sheet
0.90
Content Vakidity Index (CVI)
0.86
Table 1 shows that the Content Validity Index value
of item task is (V) = 0.90, Content Validity Index
value of item decision making is (V) = 0.81, Content
Validity Index value of item passing is (V) = 0.90,
Content Validity Index value of item shooting is (V)
= 0.90, Content Validity Index value of item dribbling
is (V) = 0.95, Content Validity Index value of item
base is (V) = 0.81, Content Validity Index value of
item cover is (V) = 0.81, Content Validity Index value
of item support is (V) = 0.81, Content Validity Index
value of item rubric is (V) = 0.81, Content Validity
Index value of item is observation sheet (V) = 0.90,
Content Validity Index value of item 11 is (V) = 0.90.
The average of the items have a high content validity
coefficient of 0.86.
4 DISCUSSION
Some of the efforts to improve the quality of physical
education learning on the materials of invasion games
by using tactic approach in the senior high school can
be done through the game's learning improvement
and performance assessment. This is in accordance
with the opinion of Babar Khan (2012) who stated
that assessment and learning process are both
interrelated. Therefore, a good physical education
learning process will result in a good performance
assessment. Assessment of the physical education
learning outcomes of invasion game materials is said
to be good if the instrument used can measure the
learning objectives. In other words, the instruments
used have to be valid and reliable.
The learning objective of invasion games
(basketball and football) in senior high school is for
students to be able to play basketball or football
skillfully and sportively. Students are said to be
skilled at playing football and basketball when
students master the factors in the games. The factors
in basketball and football games in terms of tactics
include decision making, skill execution, base,
support, and cover (Grehaigne, et al, 2005; Oslin,
2003). Therefore, to be able to know the learning
outcomes of the skills in the invasion games, the
existing factors in the games need to be assessed.
Performance assessment is an assessment towards
the students which is conducted by observing students
at the time of demonstrating or applying the
knowledge that they have acquired and describing a
student's ability through a process, task, or
performance in accordance with the desired criteria.
Therefore, this assessment is referred to as the
performance assessment or authentic assessment
(Lund, 2010; Mueller, 2009; Linn, et al, 1991;
Hargreaves, et al 2002).The performance assessment
of invasion game learning outcomes in senior high
ICSSHPE 2017 - 2nd International Conference on Sports Science, Health and Physical Education
62
school is done by observing the students when
performing the tasks that have been prepared by the
physical education teachers. In observing the
students' performance in the invasion games, the
teachers need a valid and objective instrument.
These are the results of the study on the
performance assessment instrument or the authentic
is all items used have already fulfilled the content
validity with an average of 0.86. This means that the
performance assessment for football and basketball
invasion games has a very good internal validity. This
is in accordance with the theory stating that the
content validity value above 0.80 is categorized into
a very good category (Polit DF and Beck CT. 2006.).
5 CONCLUSIONS
Based on the results of the study as well as the
discussion, it can be concluded that the performance
assessment instrument of the physical education
learning process on invasion games (football and
basketball) in senior high school has a high content
validity. Therefore, this performance assessment
instrument of the physical education learning on
invasion games can be used by the physical education
teachers in the senior high school to assess the
physical education learning outcomes in the senior
high school.
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