Discussing the case for use of Practically Assessed Structured Scenarios (PASS) as a mode of assessment in physical education teacher education and sport coaching courses
AffiliationUniversity of Chester; University of Greenwich; Leeds Beckett University; Ohio University; University of Girona
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AbstractHistorically, written assessments in the form of essays, unit outlines, question-response examinations and observation reports, and oral assessments in the form of group presentations, individual vivas, and round-table discussions have been used to assess pre-service physical education students’ and sport coaching students’ teaching and coaching knowledge (Capel, Hayes, Katene & Velija, 2009; Semiz & Ince, 2012). Yet, at a time when the call for more practice-based teacher education is getting louder (Ward, Higginson & Cho, 2020), we believe further consideration should be given to the authenticity of assessment modes being used to develop and determine pre-service PE students’ and sport coaching students’ understanding of the students they teach, the learning environments they are responsible for, and the pedagogical choices they are making. One particular mode of assessment that could be considered is Practically Assessed Structured Scenarios (PASS). This predominantly spoken word mode of assessment is similar to Objective Structured Clinical Examinations used in medical and veterinary education (Kirton & Kravitz, 2011) in that it utilizes practical scenarios to test practical knowledge. This article presents comments from a four-way professional conversation conducted by university educators from four different countries who discussed the suitability and/or implementation of PASS as a mode of assessment within physical education teacher education (PETE) and sport coaching education programs. Thus, the purpose of this article is to introduce and develop readers’ understanding of PASS and provide access to university educators’ views on the benefits and challenges of PASS implementation. Furthermore, it is intended that discussion within the article stimulates debate amongst teacher educators on the range of assessments currently offered within PETE and sport coaching programs around the world.
CitationJarrett, K., Cooke, B., Harvey, S., & López-Ros, V. (2023). Discussing the case for use of Practically Assessed Structured Scenarios (PASS) as a mode of assessment in physical education teacher education and sport coaching courses. Journal of Physical Education, Recreation & Dance, 94(6), 29-36. https://doi.org/10.1080/07303084.2023.2221722
PublisherTaylor & Francis
DescriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Physical Education, Recreation & Dance on 21/08/2023, available online: https://doi.org/10.1080/07303084.2023.2221722
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/