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

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

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

Always making the right decision during

play

Sometimes making the right decision during

play

Never making the right decision during play

Table 3: Passing.

Score

Items

Always accurate when passing to a

teammate

Sometimes accurate when passing to a

teammate

Never accurate when passing to a teammate

Table 4: Shooting.

Score

Items

Always hitting the target when shooting

Sometimes hitting the target when shooting

Never hitting the target when shooting

Table 5: Dribbling.

Score

Items

Dribbling is never grabbed by the opponent

Dribbling is sometimes grabbed by the

opponent

Dribbling is always grabbed by the

opponent

Table 6: Base.

Score

Items

Always going back to the original position

early

Sometimes going back to the original

position early

Never going back to the original position

early

Table 7: Cover.

Score

Items

Always keeping the opponent when the

opponent carries the ball

Sometimes keeping the opponent when the

opponent carries the ball

Never keeping the opponent when the

opponent carries the ball

Table 8: Support.

Score

Items

Always looking for a vacant position when

his teammate has the ball

Sometimes looking for a vacant

position when his teammate has the ball

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

Decision making

√

Skill

execution

Passing

√

Dribbling

√

Shooting

√

120

Base

√

Cover

√

Support

√

Total Indicator of Score

280

Performance Assessment for Physical Education

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

Aiken’s 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

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

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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ICSSHPE 2017 - 2nd International Conference on Sports Science, Health and Physical Education