抄録
The aim of the present study was to qualitatively analyze the implementation of rubric-based performance assessment within university practical physical education, highlighting its advantages and challenges. In higher education, the need for visible learning outcomes has drawn attention to rubrics as a tool for ensuring transparency and consistency in performance assessment. In particular, the grading of practical physical education has often been subject to individual teacher discretion, raising concerns over the lack of clarity in assessment criteria. On the other hand, rubrics are considered effective for ensuring the quality of learning outcomes by offering a multifaceted assessment of student performance and achievements. This study employed the CIPP model (Context, Input, Process, Product) as a theoretical framework to analyze the responses of both students and teachers to the introduction of rubrics in practical physical education classes. Semi-structured interviews with the authors and focus group interviews with students were conducted at one university, focusing on 3 different forms of practical physical education, and the data were analyzed using reflexive thematic analysis. The findings indicated that rubrics had a key advantage of clarifying grading criteria, enabling students to understand the course objectives better and offering them more opportunities to improve their learning outcomes through selfassessment. Additionally, rubrics served as an effective tool for teachers, allowing them to adjust their teaching in line with the evaluation criteria and provide structured feedback to students. On the other hand, challenges were identified, such as the abstract nature of some of the rubric criteria, which made them difficult for certain students to understand. In particular, assessment of skills such as followership and collaboration was considered complex. Furthermore, instructors reported that they had limited time to offer sufficient feedback during the course, leading to a lack of mutual understanding of the assessment criteria between teachers and students. The present study findings are significant in demonstrating that rubric-based performance assessment can promote active learning and enhance fairness and transparency in the grading process of practical physical education. Future challenges include the need to establish a more robust feedback system to ensure that both instructors and students fully understand and effectively utilize the rubric criteria. Additionally, it is important to create a flexible rubric framework that accommodates diverse learning styles and encourages creativity in student performance.
