Author(s): MURAYAMA, M., NAGATA, N.1, SHIMIZU, K.1, TERAOKA, E.2, INAMI, T.1, FUKUSHI, N.1, HIGASHIHARA, A.1, OKUYAMA, S.1, SASAKI, R.1, Institution: KEIO UNIVERSITY, Country: JAPAN, Abstract-ID: 361

Purpose: In 2018, the Japanese Ministry of Education, Culture, Sports, Science and Technology outlined the Grand Design for Higher Education Toward 2040, aiming to achieve student-centred education. Subsequently, in 2020, guidelines for the Management of Teaching and Learning were introduced, urging universities to proactively engage in administrative efforts to achieve educational objectives. An integral aspect of managing the quality of teaching and learning involves the assessment and visualisation of student learning outcomes, with an emphasis on employing rubrics for effective assessment criteria. However, the implementation of assessment rubrics in practical physical education at the university level is limited. This study investigates the perceptions of faculty members regarding the implementation of assessment rubrics for physical education classes.
Method: A survey was conducted with 54 faculty members responsible for practical physical education classes at Keio University in Japan. The respondents (40 out of 54; response rate, 74.1%) included 16 full-time faculty members and 24 adjunct instructors. It should be noted that the use of rubrics for assessment purposes has not been systematically established in the institution hosting the physical education curriculum at Keio University.
Results: The findings revealed that 52.5% of participants acknowledged being aware of assessment rubrics. Of interest, none expressed a desire to actively utilise rubrics in the future, 73.7% indicated an interest in using them alongside current assessment criteria, and 21.1% did not express much interest in future use. Participants provided justifications for incorporating rubrics alongside existing assessment criteria, citing reasons such as clarifying the objectives and meaningfulness of the class, utilising specific assessment criteria, and aligning perceptions between instructors and students regarding what is being assessed and the expected levels of achievement. Furthermore, participants highlighted the necessity for faculty training in rubric creation skills to facilitate effective implementation.
Discussion: Some respondents recognised the efficacy of assessment rubrics for class improvement and establishing authentic assessment systems; however, 47.5% were unaware of rubrics, indicating a remarkable gap in awareness among faculty members. Moreover, the willingness to actively utilise rubrics remained limited, with a focus on integrating them with existing assessment practices. In conclusion, there is a pressing need for faculty training to enhance understanding and encourage the systematic integration of assessment rubrics, promoting authentic assessment practices and educational improvements in physical education.