Author(s): MURAYAMA, M.1, TERAOKA, E.2, HIGASHIHARA, A.1, NAGATA, N.1, SHIMIZU, K.1, FUKUSHI, N.1, OKUYAMA, S.1, SASAKI, R.1, INAMI, T.1, UMEMOTO, M.1, Institution: KEIO UNIVERSITY, Country: JAPAN, Abstract-ID: 446

Background and Objective: Rubrics enhance grading transparency and consistency while improving learning quality through performance assessment. However, their application in university physical education classes is limited. Thus, this study explored teachers’ practices and students’ perceptions of implementing rubrics for performance assessment.
Methods: In a university physical education class, the teacher implemented a rubric to foster social and emotional skills (e.g. self-awareness, communication, and gratitude). This rubric was shared with students to guide their performance assessment. The class involved practising 10 new sports (e.g. Flying Disc, Gate Ball, Indiaca, and Kin-Ball), most of which were new to students. Semi-structured interviews with the teacher and focus group interviews with students were conducted mid-term and at the end of the semester to discuss teaching and learning practices.
Results: The teacher emphasised the importance of raising awareness of the rubric’s criteria while fostering communication and group cooperation among students. However, they identified challenges, including insufficient emphasis on setting specific class goals, a lack of individualised engagement, and inadequate assessment feedback during the semester. Students viewed the rubric positively, noting that it supported goal setting, encouraged active communication, fostered dedication and engagement, and provided clearer assessment criteria than other physical education classes. Nonetheless, the students suggested areas for improvement, such as the need for midterm feedback and difficulties in focusing consistently on the rubric criteria.
Discussion and Conclusion: Interviews with teachers and students highlighted the potential of rubric-based performance assessment to promote active and autonomous learning in physical education classes. However, the findings underscore the need for more robust teacher feedback to enhance the effectiveness of this approach. Future studies should explore innovative teaching strategies to integrate rubrics more effectively into classes, facilitating diverse and meaningful learning experiences and supporting student growth in physical education.