Authentic assessment practices among senior high school physical education teachers in Eastern Ghana: Tools, gender, and educational level differences

Abstract

This study seeks to investigate authentic assessment procedures utilised by senior high school physical education instructors in the Eastern Region of Ghana, emphasising the tools employed, gender disparities, and the impact of educational attainment. The study utilises a quantitative research methodology and a descriptive survey design to gather extensive data about existing evaluation methods within a specified demographic. The population consists of all 234 senior high school physical education teachers in the region, using a census sample to include every eligible participant, ensuring comprehensive representation of assessment practices and minimising sampling bias. Data gathering utilises the Mintah Physical Education Authentic Assessment Inventory (MPEAAI), a structured tool validated by expert evaluation and reliability testing, designed to quantify assessment frequency, perceptions, and demographic data. Data analysis utilises IBM SPSS Statistics version 26, applying descriptive statistics to identify prevalent assessment tools and inferential statistics, including the Mann-Whitney U test, to examine differences related to gender and educational qualifications. The findings are anticipated to underscore standard assessment practices and reveal notable demographic impacts, providing insights into areas that require professional development and resource support. The study reveals that educators primarily rely on conventional, observable evaluations, such as checklists and observations, with minimal use of varied performance-based instruments. Recommendations include improved teacher training, policy changes, and resource allocation to facilitate the broader implementation of authentic assessment techniques in Ghanaian physical education, with the ultimate goal of enhancing student competencies and comprehensive development.