Assessment for Learning (AFL) and its Effect on University Students Public Physical Education Program

Abstract

This study aims to explore the implementation of public physical education courses in universities in western Guangdong Province, China, as well as the learning effect and feelings of students in physical education courses, so as to improve the ability of teaching public physical education courses and the physical quality of students' physical education courses. This paper used questionnaire survey and SPSS statistics to survey non-PE students from three universities in Zhanjiang, Guangdong Province, Results Summary:1. The demographic profile of students reveals a predominance of male freshmen, mostly below 21 years old, and primarily enrolled in arts, design, and language courses. This suggests specific implications for learning applications that ultimately enhance student outcomes. 2. Physical education courses demonstrate a high manifestation of domains related to Assessment for Learning (AFL) in teaching public physical education courses. 3. Significant differences exist in goal clarification, creative scaffolding, and process experiences, emphasizing the need for demographic evaluation to ensure inclusivity and fairness. 4. Learning effects are influenced by assessment for learning schemes, underscoring their importance in accommodating diverse demands. 5. Learning effects encompass sense of cooperation, sense of competitiveness, and psychological well-being, all crucial in accommodating authentic activities. 6. There is a close and direct association between assessment for learning and the domains of effects on learning in physical education courses, contributing to improved student performance. Recommendations: 1. Provide support for academic activities among students to enhance equity and equal opportunities, catering to diverse demographic profiles. 2. Offer training integrated with technologies to explore their potential for further development. 3. Provide varied activities designed to empower individual preferences.