An Authentic Assessment Model for Physical Education Learning in Large Schools in Bangkok Metropolitan Area
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Abstract
This study aimed to (1) develop an authentic assessment model for physical education instruction, (2) examine the effectiveness of the model on students’ practical performance skills, and (3) analyze students’ and teachers’ perceptions toward the model. A mixed-methods research design was employed. The sample consisted of 200 lower secondary school students selected through simple random sampling and five physical education teachers selected through purposive sampling from large schools in Bangkok. The research instruments included: (1) the developed authentic assessment model, (2) performance-based tasks, (3) behavioral checklists, and (4) semi-structured interview protocols. Quantitative data were analyzed using mean, standard deviation, paired sample t-tests, and one-way ANOVA, while qualitative data were analyzed through content analysis and thematic analysis. The results revealed that:
1) the authentic assessment model was deemed appropriate and effective by experts and practitioners, 2) students showed significant improvement in practical skills—particularly in movement accuracy, teamwork, and decision-making in real-life scenarios (p < .05), and 3) behavioral outcomes such as responsibility, discipline, and motivation during practice also significantly improved (p < .05). Moreover, qualitative findings from interviews confirmed positive perceptions from both students and teachers. The results support the integration of authentic assessment in physical education and other practice-based subjects to foster meaningful learning and transferable life skills.
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