marking in physical education
Youngsters' marks are an extremely important part of the educational program. In addition to the recognized purposes of marks, they probably constitute the single most important instrument of communication between school and parent. Regardless of the value that teachers place on the report card, parents attach a great deal of significance to Johnny's or Mary's marks. Recognizing this fact, school administrators are gradually changing the report card into a much more elaborate instrument. For instance, a card may now contain two or three pages, in which are included marks for aptitude, sociability, attitude, and progress, in addition to the subject or course marks. Also, it is not unusual to find a space for notes written by the homeroom teacher relative to the strengths and weaknesses of the pupil. These may be similar to anecdotal record reports. We can rest assured that for the most part parents carefully study the report card, for it contains meaningful information about their child. Physical educators must come forward with a sound marking system and use to advantage this valuable medium for making clear the aims of their program and profession.
Need for a marking scheme. It is commonly agreed among physical educators that, in most cases, the present practice of marking in physical education leaves much to be desired. For example, in a recent study, conducted among fifty practice teachers who had just returned from their respective schools, it was found that in 80 per cent of the systems the child's mark was based solely on his being present and in uniform daily.5
In an earlier study,9 among twenty-six colleges and universities, the