Abstract
This study aimed to determine the validity and reliability of the Comprehensive Assessment instruments for handball and badminton games in physical education. This study conducted by six types of instruments in comprehensive assessment, that are handball cognitive assessment, handball psychomotor assessment, handball affective assessment, badminton cognitive assessment, badminton psychomotor assessment and badminton affective assessment. The measuring instruments of this study are built based on the level of Bloom's taxonomy (1956) for cognitive domain, taxonomy Dave (1970), taxonomy for psychomotor domain and taxonomy Krathwohl et al. (1964) for affective domain. The results showed the validity of a comprehensive assessment for handball was r = .82 and r = .80 for badminton. While the reliability of handball cognitive assessment r = .78 (n = 36), handball psychomotor assessment r = .93 (n = 31), handball affective assessment r = .83 (n = 39), badminton cognitive assessment r = .75 (n = 40), badminton psychomotor assessment r = .81 (n = 40), badminton affective assessment r = .81 (n = 40). The percentage of agreement between examiners (inter observer agreement) for handball is (70.11 %, SD = 0.57) and badminton (70.03 %, SD = 0.68). Based on the findings, this comprehensive assessment is suitable to be used as a standard instrument to assess students’ achievement in handball and badminton games through Physical Education subject in School Based Assessment.
Highlights
Physical Education (PE) is a core and compulsory subject to be taught in the Integrated Curriculum for Secondary School based on Education Act 1996, through the Professional Circular Number 25/1998 (Ministry of Education Malaysia, 1998)
This study conducted by six types of instruments in comprehensive assessment, that are handball cognitive assessment, handball psychomotor assessment, handball affective assessment, badminton cognitive assessment, badminton psychomotor assessment and badminton affective assessment
The results showed the validity of a comprehensive assessment for handball was r = .82 and r = .80 for badminton
Summary
Physical Education (PE) is a core and compulsory subject to be taught in the Integrated Curriculum for Secondary School based on Education Act 1996, through the Professional Circular Number 25/1998 (Ministry of Education Malaysia, 1998). According to Bhasah (2007), evaluations are designed to assess the status of an evaluated object and to compare the status with respect to a set of standard or criteria for decision making. In this context, evaluation is a process that includes objective determining, information gathering, information processing and conclusion forming. Evaluation is a process that includes objective determining, information gathering, information processing and conclusion forming When all these processes are conducted systematically and scientifically, the decision will be more accurate and will meet the purpose of evaluation results (Abu Bakar & Bhasah, 2008)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
