The Influence of Alternative Field-Based Experiences on Preservice Physical Education Teachers' Perceptions of Assessment

This study employed occupational socialization theory to explore three physical education preservice teachers' (PSTs) perceptions of assessment during an alternative field-based experience. A phenomenological approach guided this study, and data were collected through autobiographies, lesson plans, video recordings of teachings, and three rounds of interviews per participant. Data were examined through thematic collaborative qualitative analysis. Three major themes emerged: (a) out of sight, out of mind: assessment disappears in actual teaching practices; (b) PSTs valued assessment; and (c) PSTs' socialization impacted assessment practices. There were subsequent subthemes within each theme. The results suggested PSTs valued assessment; however, their socialization influenced their lack of assessment implementation even with supports at the alternative field-based setting.
To ensure physical education (PE) preservice teachers (PSTs) are aware of assessment benefits, professionals in the PE field have highlighted assessment literacy as an area of potential growth in PE [...]