[vc_row][vc_column][vc_column_text]Derri, V.1*, Kouli, O.1, Tsali E. 2 & Kioumourtzoglou, E.3
1Department of Physical Education & Sport Sciences, Democritus University of Thrace
2Elementary School Teacher, Thessaloniki, Greece
3Department of Life and Health Sciences, Sports Science, University of Nicosia
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Pre-service teacher preparation programs aim to enhance teachers’ knowledge, skills, and attitudes so that to provide effective teaching. The purpose of the present study was to explore the impact of the theoretical undergraduate course “Assessment in Physical Education-Student Evaluation” on pre-service physical education teachers’ knowledge level on student evaluation. The participants were 89 pre-service teachers; 51 were enrolled in the experimental and 38 in the control group. Knowledge level was evaluated with the knowledge questionnaire of Emmanouilidou, Derri, Aggelousis, and Vassiliadou (2012). Repeated Measures Anova revealed that the theoretical course influenced significantly teachers’ knowledge level. In contrast, the control group showed no significant improvement. In conclusion, although this course does not require mandatory participation, it can contribute to enhancing pre-service teachers’ knowledge level.
Keywords: teacher knowledge; student evaluation; higher education[/vc_column_text][vc_row_inner][vc_column_inner width=”1/1″][vc_single_image img_link_target=”_self” title=”Download full text in PDF” image=”1084″ img_link=”https://panrcy.wpengine.com/wp-content/uploads/2015/05/PANRar_15009.pdf”][/vc_column_inner][/vc_row_inner][/vc_column][/vc_row]