A Case Study: Impact Of Assessment For Learning In A Badminton Unit In Physical Education

Date of Award

Fall 1-10-2020

Degree Type


Degree Name

Doctor of Philosophy (PhD)


Kinesiology and Health

First Advisor

Jacalyn Lund

Second Advisor

Michael Metzler

Third Advisor

Rachel Gurvitch

Fourth Advisor

Deborah Shapiro


The main purpose of assessment for learning (AfL) is to provide feedback to learners, regarding the learners’ progress towards the learning objectives, and allow students to take ownership of their own learning. The purpose of this study is to examine the impact of using an analytical rubric as an assessment for learning tool on teaching and learning in physical education. This case study examines the acquisition of skills in a badminton unit and student engagement in a Singapore’s secondary school physical education class setting. Specifically, the research questions are: a) How does the incorporation of AfL tools affect students’ acquisition of skills in a badminton unit? b) How does the incorporation of AfL tools in a badminton unit impact students’ engagement (i.e., response rate)? A quasi-experimental group design method was used and one class had AfL tools incorporated in the teaching and learning, while the other class did not. Results showed that the class with AFL tools incorporated into the lessons had a significantly higher response rate than the class without. Both classes experienced almost similar improvement of skills even though the class with AfL tools incorporated had less game play time. This study concluded that assessment for learning when incorporated into lessons can increase engagement and motivation, with no significant conclusion on the impact on skill improvement and psychomotor learning.

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