The Effects of Peer and Self-Assessment on Students’ Self-Regulation, Perceived Motivational Climate and Volleyball Skill in Physical Education

Yasemin Azzaloualıdıne; Gökçe Erturan

Makale detayları

The Effects of Peer and Self-Assessment on Students’ Self-Regulation, Perceived Motivational Climate and Volleyball Skill in Physical Education

Yazarlar:

Yasemin Azzaloualıdıne | Gökçe Erturan

Yayıncı:

Pamukkale University

Ana Başlıklar:

Physical Training and Sports Pedagogy

Dergi:

Pamukkale Journal of Sport Sciences Vol.16 Issue 2, pp.398-426

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001357502

pISSN:

1309-0356

Anahtar kelimeler:

Özet:

 Assessment for learning strategies, particularly self-assessment and peer assessment, play a crucial role in fostering student engagement, self-regulation, and skill development in physical education. This study examines the impact of self-assessment and peer assessment on students self-regulated learning, perceived motivational climate, and volleyball skill acquisition in a physical education setting. A quasi-experimental design was implemented with eighth-grade students, and over a seven-week intervention, both groups followed identical instructional methods, differing only in their assessment approach self- or peer assessment. The findings indicated that in the comparison of the pre-test and post-tests regardless of the experimental groups, there was a statistically significant increase in overhead and forearm pass skill dimensions of volleyball skill, task value, peer instruction and help seeking dimensions of self-regulation and teacher-induced learning orientation dimension of perceived motivational climate in the post-tests. In this study, where two of five assessment for learning strategies were experimentally applied and their effects on students were compared, both assessment methods were found to improve students learning experiences. The findings of the study highlight the value and power of structured peer and self-assessment practices in physical education and suggest that they should be incorporated into the efforts to develop curriculum and pre- and in-service teacher education programs.

 Assessment for learning strategies, particularly self-assessment and peer assessment, play a crucial role in fostering student engagement, self-regulation, and skill development in physical education. This study examines the impact of self-assessment and peer assessment on students self-regulated learning, perceived motivational climate, and volleyball skill acquisition in a physical education setting. A quasi-experimental design was implemented with eighth-grade students, and over a seven-week intervention, both groups followed identical instructional methods, differing only in their assessment approach self- or peer assessment. The findings indicated that in the comparison of the pre-test and post-tests regardless of the experimental groups, there was a statistically significant increase in overhead and forearm pass skill dimensions of volleyball skill, task value, peer instruction and help seeking dimensions of self-regulation and teacher-induced learning orientation dimension of perceived motivational climate in the post-tests. In this study, where two of five assessment for learning strategies were experimentally applied and their effects on students were compared, both assessment methods were found to improve students learning experiences. The findings of the study highlight the value and power of structured peer and self-assessment practices in physical education and suggest that they should be incorporated into the efforts to develop curriculum and pre- and in-service teacher education programs.

 Assessment for learning strategies, particularly self-assessment and peer assessment, play a crucial role in fostering student engagement, self-regulation, and skill development in physical education. This study examines the impact of self-assessment and peer assessment on students self-regulated learning, perceived motivational climate, and volleyball skill acquisition in a physical education setting. A quasi-experimental design was implemented with eighth-grade students, and over a seven-week intervention, both groups followed identical instructional methods, differing only in their assessment approach self- or peer assessment. The findings indicated that in the comparison of the pre-test and post-tests regardless of the experimental groups, there was a statistically significant increase in overhead and forearm pass skill dimensions of volleyball skill, task value, peer instruction and help seeking dimensions of self-regulation and teacher-induced learning orientation dimension of perceived motivational climate in the post-tests. In this study, where two of five assessment for learning strategies were experimentally applied and their effects on students were compared, both assessment methods were found to improve students learning experiences. The findings of the study highlight the value and power of structured peer and self-assessment practices in physical education and suggest that they should be incorporated into the efforts to develop curriculum and pre- and in-service teacher education programs.

 Assessment for learning strategies, particularly self-assessment and peer assessment, play a crucial role in fostering student engagement, self-regulation, and skill development in physical education. This study examines the impact of self-assessment and peer assessment on students self-regulated learning, perceived motivational climate, and volleyball skill acquisition in a physical education setting. A quasi-experimental design was implemented with eighth-grade students, and over a seven-week intervention, both groups followed identical instructional methods, differing only in their assessment approach self- or peer assessment. The findings indicated that in the comparison of the pre-test and post-tests regardless of the experimental groups, there was a statistically significant increase in overhead and forearm pass skill dimensions of volleyball skill, task value, peer instruction and help seeking dimensions of self-regulation and teacher-induced learning orientation dimension of perceived motivational climate in the post-tests. In this study, where two of five assessment for learning strategies were experimentally applied and their effects on students were compared, both assessment methods were found to improve students learning experiences. The findings of the study highlight the value and power of structured peer and self-assessment practices in physical education and suggest that they should be incorporated into the efforts to develop curriculum and pre- and in-service teacher education programs.

Makale detayları

The Effects of Peer and Self-Assessment on Students’ Self-Regulation, Perceived Motivational Climate and Volleyball Skill in Physical Education

Yazarlar:

Yasemin Azzaloualıdıne | Gökçe Erturan

Yayıncı:

Pamukkale University

Ana Başlıklar:

Physical Training and Sports Pedagogy

Dergi:

Pamukkale Journal of Sport Sciences Vol.16 Issue 2, pp.398-426

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001357502

pISSN:

1309-0356

Motivational climate

Peer assessment

Physical education

Self-assessment

Self-regulation

Volleyball skills

Sayı

Makale detayları

The Effects of Peer and Self-Assessment on Students’ Self-Regulation, Perceived Motivational Climate and Volleyball Skill in Physical Education

Yazarlar: Yasemin Azzaloualıdıne | Gökçe Erturan

Yayıncı: Pamukkale University

Ana Başlıklar: Physical Training and Sports Pedagogy

Dergi: Pamukkale Journal of Sport Sciences Vol.16 Issue 2, pp.398-426

Belge Tipi: Makale

Yayın Tarihi: 8/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001357502

pISSN: 1309-0356

Motivational climate

Peer assessment

Physical education

Self-assessment

Self-regulation

Volleyball skills

Sayı

Yazarlar:

Yasemin Azzaloualıdıne | Gökçe Erturan

Yayıncı:

Pamukkale University

Ana Başlıklar:

Physical Training and Sports Pedagogy

Dergi:

Pamukkale Journal of Sport Sciences Vol.16 Issue 2, pp.398-426

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001357502

pISSN:

1309-0356