Criterion-Based Formative Approach to Assessing High School Students’ Learning Outcomes During Ju-Jutsu Classes in Physical Education Lessons

Abstract

Purpose. To provide a theoretical rationale and conduct a model-based pilot testing of a criterion-based formative approach suitable for school practice and designed to assess the learning outcomes of 11th-grade students during a semester-long Ju-jutsu module. Scientific novelty . For the first time, an integrated assessment system has been proposed for a school-based elective physical education module involving the Eastern martial art of Ju-jutsu. The system combines a six-component criterion-referenced rubric, formative feedback, repeated performance of the learning task, and self-assessment. The assessment criteria include technical accuracy, coordination and balance, safety, variability of application, self-control, and interaction with a partner. Results. The statistical applicability of the proposed assessment tools was demonstrated using a synthetic dataset of repeated measurements obtained for 20 students. The model-based total rubric score increased from 13.00±2.36 to 17.05±2.04 points, while the self-assessment score increased from 14.90±2.49 to 17.70±2.87 points. The paired differences were statistically significant, and the standardized effect sizes were large. Conclusions. The criterion-based formative approach makes it possible to shift the emphasis from absolute performance standards or victory in a training bout to the quality of technique, individual progress, safety, self-control, and responsibility for a partner. The proposed methodology is suitable for further real-life semester-long testing. However, the presented findings are model-based and cannot be interpreted as results of an actually conducted pedagogical experiment. Therefore, they require further verification under real conditions of physical education instruction for high school students.