The effect of peer and self-assessment in physical education and sports lessons on self-regulation, affective and psychomotor skill development of students

Among the five ways used to apply the assessment for learning approach are self- assessment and peer evaluation. In order for teachers to create diverse lesson plans for various student requirements, it is crucial to distinguish between the impacts of self- and peer-assessment. This study compares the effects of self- and peer-assessment on students' skill learning, self-regulation, motivation, basic psychological needs satisfaction, attitudes toward physical education, self-efficacy, motivational climate, and social skills. The research group comprises of two classes of eighth graders (XAge = 13.96 years) who were randomly allocated to the experimental self-assessment and peer-assessment (10 females, 5 boys) groups. Before the study began, the researcher, a physical education instructor, and an academician prepared the intervention program's lesson plans, self- assessment, and peer evaluation tools. A seven-week volleyball course was taught in an 80-minute lesson to both experimental groups using the same materials and teaching styles. However, only self- or peer-assessment practices were differentiating variables in the experimental groups (2.6 assessment average in each lesson in each experimental group). The students in the self-evaluation experimental group assessed their own performance using the same assessment tools, whereas the students in the peer-assessment experimental group assessed their peers' performance. Students' basic psychological needs satisfaction in physical education and sports lessons, self-regulated learning strategies in motor skills, motivations for physical education, learning and performance orientations in physical education classes, general self-efficacy, social skills, attitudes towards physical education and volleyball setting, and passing skills were all assessed at the beginning and end of the experimental procedure. To examine how much the intervention program had an impact on the experimental groups, a 2x2 ANOVA was used. According to the results, both experimental groups significantly improved their post-test scores in the following areas: task value, peer teaching and help-seeking components of self-regulated learning, teacher- induced learning orientation, volleyball setting and passing skills. Keywords: Self-assessment, peer assessment, goal orientation, self-regulation, volleyball skill, physical education and sport