Evaluation of teacher and student perceptions on the use of "assessment for learning" approach in physical education and sports lessons

The purpose of this study is to evaluate teacher and student perceptions on the use of assessment for learning approach in physical education and sports lessons. Using cluster sampling method, data were collected from 137 physical education teachers working in secondary and high schools in Ankara, Antalya, Bursa, Denizli and Gaziantep and 3390 students attending their classes. Data were collected through the Assessment for Learning Questionnaires for Teachers and the Assessment for Learning Questionnaires for Students. Independent samples t-test and one-way analysis of variance tests were used to analyze the data. 12-item short forms of the Assessment for Learning Questionnaires for Teachers and Students, specific to physical education and sports lessons, were developed, and their validity and reliability were evaluated. The findings revealed that in the monitoring sub-scale, the scores of secondary school students were higher than those of high school and Anatolian High School students; fifth-grade students scored higher than seventh, eighth, 10th, 11th, and 12th-grade students. Ninth-grade students had higher monitoring scores compared to eighth, 10th, and 12th-grade students. In the scaffolding support sub-scale, high school students, particularly ninth-grade students, scored higher than secondary school students; Anatolian and science high school students also scored higher than secondary school students. Furthermore, ninth-grade students had higher scaffolding support scores compared to fifth, sixth, seventh, eighth, and 12th-grade students. The scaffolding support scores of science high school teachers were higher than those of Anatolian high school and secondary school teachers. Based on the findings, it is recommended that physical education teachers scaffolding students by emphasizing teaching practices in their lessons that incorporate self-assessment, learning logs, structured feedback, clear instructions, and scaffold. Additionally, it is recommended that teachers be supported with in-service training to enable them to effectively use these approaches. Keywords: Assessment for learning, physical education and sport, teacher perceptions, student perceptions