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The Effect of Formative Assessment on the Level of Students' Sport Self-Efficacy in College Physical Education

Author(s)

Jing Zhang

Affiliation(s)

School of Health and Physical Education, Xi'an Fanyi University, Xi'an, Shaanxi, China

Abstract

This study examines the mechanisms by which formative assessment influences students' sports self-efficacy in college physical education. As a continuous evaluation approach in teaching, formative assessment effectively enhances students' understanding of their athletic abilities and builds their confidence through features such as timely feedback, process-oriented focus, and diversified evaluation methods. The findings indicate that formative assessment boosts students' sports self-confidence via feedback mechanisms, strengthens their persistence in sports through its process-oriented characteristics, and shapes their perception of athletic competence through multifaceted approaches, thereby comprehensively improving their sports self-efficacy. This research provides theoretical foundations and practical guidance for reforming physical education assessment systems in higher education, holding significant implications for enhancing students' physical education outcomes and promoting their holistic physical and mental development.

Keywords

Formative Assessment; Self-Efficacy; College Physical Education Teaching; Sports Confidence; Sports Persistence

References

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