The Effects of Peer and Self-Assessment on Students’ Self-Regulation, Perceived Motivational Climate and Volleyball Skill in Physical Education

Year 2025, Volume: 16 Issue: 2, 398 - 426, 30.08.2025

Yasemin Azzaloualıdıne , Gökçe Erturan

https://doi.org/10.54141/psbd.1665313

Abstract

Assessment for learning strategies, particularly self-assessment and peer assessment, play a crucial role in fostering student engagement, self-regulation, and skill development in physical education. This study examines the impact of self-assessment and peer assessment on students’ self-regulated learning, perceived motivational climate, and volleyball skill acquisition in a physical education setting. A quasi-experimental design was implemented with eighth-grade students, and over a seven-week intervention, both groups followed identical instructional methods, differing only in their assessment approach (self- or peer assessment). The findings indicated that in the comparison of the pre-test and post-tests regardless of the experimental groups, there was a statistically significant increase in overhead and forearm pass skill dimensions of volleyball skill, task value, peer instruction and help seeking dimensions of self-regulation and teacher-induced learning orientation dimension of perceived motivational climate in the post-tests. In this study, where two of five assessment for learning strategies were experimentally applied and their effects on students were compared, both assessment methods were found to improve students' learning experiences. The findings of the study highlight the value and power of structured peer and self-assessment practices in physical education and suggest that they should be incorporated into the efforts to develop curriculum and pre- and in-service teacher education programs.

Keywords

Motivational climate , Peer assessment , Physical education , Self-assessment , Self-regulation , Volleyball skills

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