Learning models and authentic assessment on football skill learning achievement

Abstract

The current study was aimed at finding the effect of teaching models and an authentic assessment on football skill learning achievement by controlling motor educability. The sample consisted of 142 students of Physical Education Health Department that were selected randomly. The study used the 2x2 factorial experimental design, while the data were analyzed using 2-way ANACOVA. The results showed that after controlling motor educability, football skill learning achievement of the students who learned through the Cooperative Learning type Jigsaw model was higher than those who learned through the conventional model; the football skill learning achievement of those who were assessed by portfolio assessment was better than those who were assessed by authentic assessment. There was also an interaction between the teaching model and an authentic assessment on football skill learning achievement. The students who learned through the Cooperative Learning type jigsaw model was more appropriately assessed by portfolio assessment, while those who learned through the conventional learning model was more appropriately assessed by performance assessment.