Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Education

Faculty/School

Faculty of Education

First Advisor

Dr. Julie Mueller

Advisor Role

Thesis Advisor

Second Advisor

Dr. Dawn Buzza

Advisor Role

Committee Member

Third Advisor

Dr. Mark Eys

Advisor Role

Committee Member

Abstract

Physical Education must assume a stronger role in elementary schools. Rising childhood obesity, exceptional family dynamics, and increases in screen time are factors in students' sedentary lifestyles. As a result, curriculum delivery and assessment and evaluation techniques have come under examination. This thesis evaluates the Feedback in Physical Education Tool (FPE Tool), designed for teachers to use when evaluating students in Physical Education. Increasing communication and supporting the development of self-regulated learners were the primary aims of the research. Three elementary educators (Gr. 4, 5 & 6) and sixty-nine students in a mid-sized, urban elementary school volunteered to use the FPE Tool for three months. In individual interviews, teachers acknowledged the need to develop evaluation techniques in Physical Education on par with other subjects but lack of time was seen as a barrier. Evaluating the FPE Tool was somewhat problematic, as the Tool was not used as intended. Results from student surveys indicated that although some students found the FPE Tool confusing, others found feedback from their teachers, setting of goals, and the opportunity for self-evaluation to be helpful. Quantitative data indicate a decrease in students' perceptions of their skill levels between Grades 4 and 6. This conclusion guides the direction for future research.

Convocation Year

2014

Convocation Season

Spring

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