Abstract
The purpose of this study was to clarify how the perceptions of local residents changed as a result of their participation in the assessment of physical education learning through a media-portfolio that connected schools, homes, and communities. Action research was employed as a methodological approach. The research was conducted over five months at a public elementary school that was engaged in a school-wide media-portfolio of physical education and was tasked with involving community residents in the media-portfolio of the sixth grade. As a result, at the beginning of the project, community residents were initially perceived as being obligated to participate in school activities. Community residents also expressed apprehensions that parents might be uneasy about their involvement in the media-portfolio. To address this issue, fostering mutual acquaintance between children and community residents was deemed essential. The introduction of a system of learning assessment provided the foundation for creating connections among the stakeholders. Sharing children's learning outcomes in physical education was pivotal in strengthening these connections. By having diverse stakeholders assess children's learning outcomes, the multifaceted feedback provided through the media-portfolio created new social interactions. These social interactions fostered collaborative relationships between stakeholders with a focus on children's learning. As a result, it became clear that the perception that community residents were initially perceived as being obligated to participate in the school was transformed into a perception of responsibility for school education as a result of the generated meaning of continued involvement in the school. This suggests that implementing learning assessments via mediaportfolios, involving children, teachers, parents, and community residents, facilitates the active participation of community residents in school education.
