Assessment Strategies in Physical Education: A Mixed Method Analysis of Teachers Knowledge, Teaching Experience and Educational Level

Assessment is a crucial component of effective Physical Education (PE) instruction, providing valuable insights into students' learning and progress. However, limited studies have examined the influence of PE teachers' teaching experience and their knowledge of assessment strategies in Ghana. This study investigated the relationship between PE teachers' years of teaching experience and their proficiency in assessment strategies while also identifying differences in assessment strategies based on the educational level of PE teachers in Senior High Schools in the Central Region. Employing an explanatory sequential mixed-method design, the study collected both quantitative data from 175 teachers through a questionnaire and qualitative data from 10 teachers using an interview guide. Quantitative findings, analyzed using one-way ANOVA, revealed no statistically significant correlation between PE teachers' years of experience and their proficiency in understanding assessment strategies. Similarly, no significant differences in assessment strategies were found based on teachers' educational levels. However, qualitative analysis identified four key themes: the impact of teaching experience on the use of assessment strategies, quality and diversity of experience, fatigue and motivation in experienced teachers, and continuous learning and adaptation. These findings provide valuable insights into the influence of PE teachers' years of experience on their assessment knowledge, emphasizing the need for the Ghana Education Service (GES) to invest in professional development programs. Such initiatives would enhance assessment proficiency and foster a collaborative learning environment that transcends traditional experience-based hierarchies.