The approach of school‘s community towards students‘ progress and achievement evaluation in physical education lessons

Research object: The approach of school„s community. Research aim: Identify the school community approach to student achievement assessment of physical education lessons. The research problem: What should be evaluated pupils' progress and achievements in physical education lessons? Research objectives: 1. Set up the school community approach to the evaluation methods of physical education classes. 2. Set up the school community approach to evaluation areas of physical education classes. 3. Set up the school community approach on cumulative grade physical education classes. 4. Set up the school community approach on students' exemption from physical education classes. 5. Set up the students' views on the assessment of Physical Education classes by gender 6. Set up the school community approach to assessment certificate or credited / Not Included demographic aspect. Conclusion: 1. The majority of respondents say that physical education lessons should be graded. According to the administration in assessing a mark pupils are more motivated, and it identifies the physical education lesson is equivalent to teaching a lesson to other things that are graded. Parents think that the students are also more motivated when is graded by the way the parents just to clarify the level of their children's physical training. Physical education teachers say that the certificate is a more objective assessment and to better reflect the student's achievements and progress, as well as improve traffic. Other subjects teachers stated that the certificate was always treated all the lessons, and physical education lesson should not be an exception. Assessment Statement is also best to motivate students and provide information about their physical activity. Students view, the assessment gives them greater opportunities to rise and pasigerinti overall average classroom, as well as provide motivation. In assessing a mark students receive feedback, which is much clearer than credited / Not Included. 2. Reviewing the assessment of Physical Education lessons areas, most of the groups argue that physical education classes, teachers generally appreciate the efforts made. No small part of the students and parents believe that measured physical activity. It is also not a small part of the school 7 administration and physical education teacher believes that assessing knowledge and ability to use them. In the group, at least seen the results of informal education. 3. The examination of cumulative score assessment, in groups of respondents, the cumulative valuation criteria generally include: progress and achievements, activity, attendance, reporting time. Less, but are also part of this assessment, preparation for lessons, behavior, participation in school events and news. 4. In the opinion of the groups, from physical education classes visiting students are exempt if attending school sports. The little part of all groups of respondents believe that students are exempt because children attend informal sports facilities. No small part of all groups of respondents believe that students are not exempt from physical education classes. 5. When the students' approach to the assessment of Physical Education classes by gender, the differences were not statistically significant. Both boys and girls want to be graded. Both sexes students say that teachers appreciate their effort and progress, as well as physical strength. A small portion of the respondents say that they are valued for non-formal education results. Students in opinions differed only on the cumulative score: the majority of the girls believe that the cumulative score consists of activity, while the guys in my group that most of the cumulative score consists of the progress and achievements. The reason on which students are exempt from physical education classes most of the respondents named the sports school attendance. 6. In the school community approach to the assessment of Physical Education pamokse by demographic differences were not statistically significant. All respondents nepriklausomao of education, age, length of service and the teaching office has identified that the students should be graded