Physical and Health Education (PHE) assessment is essential for evaluating students’ knowledge, skills, and attitudes towards physical and health education. Despite the limited number of studies on conceptions of assessment, more research is needed to focus on PHE teachers in the local context. This quantitative study aims to uncover secondary school PHE teachers’ conceptions of assessment by examining four variables: improvement, school accountability, student accountability, and irrelevance. The study involved 268 PHE teachers from two districts in Selangor, Malaysia. Results indicated that improvement received the highest level of agreement, while irrelevance had the lowest. A MANOVA analysis explored the effects of gender and years of teaching experience on teachers’ perceptions. The analysis showed no significant gender differences, but teachers with more than 20 years of experience had a significantly different mean perception of assessment compared to all other groups, suggesting that teaching experience affects teachers’ conceptions of assessment. The result of this study provides valuable insights for stakeholders in education, particularly in PHE assessment. Future research may benefit from incorporating qualitative methods to enhance the study’s findings on conceptions of assessment among school teachers.

• Abduh, M. Y. M. (2021). Full-time online assessment during COVID-19 lockdown: EFL teachers’ perceptions. Asian EFL Journal, 28(1.1), 26-46.

• Barnes, N., Fives, H., & Dacey, C. M. (2017). US teachers’ conceptions of the purposes of assessment. Teaching and Teacher Education, 65, 107-116. https://doi.org/10.1016/j.tate.2017.02.017

• Bentsen, P., Mygind, L., Elsborg, P., Nielsen, G., & Mygind, E. (2022). Education outside the classroom as upstream school health promotion: ‘Adding-in’ physical activity into children’s everyday life and settings. Scandinavian Journal of Public Health, 50(3), 303-311. https://doi.org/10.1177/1403494821993715

• Bold, T., Filmer, D., Martin, G., Molina, E., Stacy, B., Rockmore, C., & Wane, W. (2017). Enrollment without learning: Teacher effort, knowledge, and skill in primary schools in Africa. Journal of Economic Perspectives, 31(4), 185-204. https://doi.org/10.1257/jep.31.4.185

• Broadfoot, P. (2007). An introduction to assessment. New York: Continuum International.

• Brown, G. T. (2004). Teachers’ conceptions of assessment: Implications for policy and professional. Assessment in Education: Principles, Policy & Practice, 11(3), 301-318. https://doi.org/10.1080/0969594042000304609

• Brown, G. T. L. (2006). Teachers’ conceptions of assessment: Validation of abridged instrument. Psychological Reports, 99, 166–170. https://doi.org/10.2466/pr0.99.5.166-170

• Calveric, S. (2010). Elementary teachers’ assessment beliefs and practices [Unpublished doctoral dissertation]. Virginia Commonwealth University.

• Cárcamo, C., Moreno, A., & Del Barrio, C. (2021). Girls do not sweat: The development of gender stereotypes in physical education in primary school. Human Arenas, 4(2), 196-217. https://doi.org/10.1007/s42087-020-00118-6

• Carpenter, S. K., Witherby, A. E., & Tauber, S. K. (2020). On students’(mis) judgments of learning and teaching effectiveness. Journal of Applied research in Memory and cognition, 9(2), 137-151. https://doi.org/10.1016/j.jarmac.2019.12.009

• Chin, H., Thien, L. M., & Chiew, C. M. (2019). The reforms of national assessments in Malaysian education system. Journal of Nusantara Studies (JONUS), 4(1), 93-111. https://doi.org/10.24200/jonus.vol4iss1pp93-111

• Chng, L. S., & Lund, J. (2018). Assessment for learning in physical education: The what, why and how. Journal of Physical Education, Recreation & Dance, 89(8), 29-34. https://doi.org/10.1080/07303084.2018.1503119

• Cizek, G. J., Andrade, H. L., & Bennett, R. E. (2019). Handbook of formative assessment in the disciplines (1st ed.). Routledge. https://doi.org/10.4324/9781315166933-1

• Daniels, L. M., & C. A. Poth. (2017). “Relationships between pre-service teachers’ conceptions of assessment, approaches to instruction, and assessment: An achievement goal theory perspective.” Educational Psychology, 37(7), 835–853. https://doi.org/10.1080/01443410.2017.1293800

• Darmody, M., Lysaght, Z., & O’Leary, M. (2020). Irish post-primary teachers’ conceptions of assessment at a time of curriculum and assessment reform. Assessment in Education: Principles, Policy & Practice, 27(5), 501-521. https://doi.org/10.1080/0969594x.2020.1761290

• Davis, K. L., & Wash, P. D. (2019). The edTPA and physical education teacher education: Working in tandem to prepare successful teachers. Journal of Physical Education, Recreation & Dance, 90(5), 36-44. https://doi.org/10.1080/07303084.2019.1580634

• Demir, S. (2022). Comparison of normality tests in terms of sample sizes under different skewness and Kurtosis coefficients. International Journal of Assessment Tools in Education, 9(2), 397-409. https://doi.org/10.21449/ijate.1101295

• Deneen, C. C., & Brown, G. T. (2016). The impact of conceptions of assessment on assessment literacy in a teacher education program. Cogent Education, 3(1), Article 1225380. https://doi.org/10.1080/2331186x.2016.1225380

• Dyson, B., Cowan, J., Gordon, B., Powell, D., & Shulruf, B. (2018). Physical education in Aotearoa New Zealand primary schools: Teachers’ perceptions and policy implications. European Physical Education Review, 24(4), 467-486. https://doi.org/10.1177/1356336x17698083

• Eather, N., Riley, N., Miller, D., & Imig, S. (2019). Evaluating the impact of two dialogical feedback methods for improving pre-service teacher’s perceived confidence and competence to teach physical education within authentic learning environments. Journal of Education and Training Studies, 7(8), 32-46. https://doi.org/10.11114/jets.v7i8.4053

• Eswaramoorthi, V., Kuan, G., Abdullah, M. R., Abdul Majeed, A. P., Suppiah, P. K., & Musa, R. M. (2022). Design and validation of a virtual physical education and sport science–related course: A learner’s engagement approach. International Journal of Environmental Research and Public Health, 19(13), Article 7636. https://doi.org/10.3390/ijerph19137636

• Felis-Anaya, M., Martos-Garcia, D., & Devís-Devís, J. (2018). Socio-critical research on teaching physical education and physical education teacher education: A systematic review. European Physical Education Review, 24(3), 314-329.https://doi.org/10.1177/1356336x17691215

• Fowler, F. J. (2013).Survey research methods. Sage publications. https://doi.org/10.4135/9781483348858.n12

• Gelfand, M. J., Harrington, J. R., & Jackson, J. C. (2017). The strength of social norms across human groups. Perspectives on Psychological Science, 12(5), 800–809. https://doi.org/10.1177/1745691617708631

• Gleddie, D. L., & Morgan, A. (2021). Physical literacy praxis: A theoretical framework for transformative physical education. Prospects, 50(1-2), 31-53. https://doi.org/10.1007/s11125-020-09481-2

• Grobler, A., & Joubert, Y. T. (2018). Psychological capital: Convergent and discriminant validity of a reconfigured measure. South African Journal of Economic and Management Sciences, 21(1), 1-14. https://doi.org/10.4102/sajems.v21i1.1715

• Hadi, P. A. A. (2021). Nutritional status and sedentary lifestyle of individuals a review. International Journal of Modern Agriculture, 10(2), 2305-7246.

• Hair Jr, J. F., Matthews, L. M., Matthews, R. L., & Sarstedt, M. (2017). PLS-SEM or CB-SEM: updated guidelines on which method to use. International Journal of Multivariate Data Analysis, 1(2), 107-123. https://doi.org/10.1504/ijmda.2017.10008574

• Hattie, J., & Smith, R. (2020). 10 Mindframes for leaders: The visible learning (R) Approach to School Success. Corwin Press. https://doi.org/10.4324/9781315206387-11

• Hosp, M. K., Hosp, J. L., & Howell, K. W. (2016). The ABCs of CBM: A practical guide to curriculum-based measurement. Guilford Publications. https://psycnet.apa.org/record/2007-01591-000

• Kementerian Pendidikan Malaysia (2016). Dokumen standard kurikulum dan pentaksiran (DSKP) pendidikan jasmani dan kesihatan Tingkatan 1[Curriculum and Assessment Standard Document (DSKP) for Physical and Health Education, Form 1]. https://www.moe.gov.my/warga-kpm/pegawai-perkhidmatan-pendidikan/dskp

• Knoester, M., & Parkison, P. (2017). Seeing like a state: How educational policy misreads what is important in schools. Educational Studies, 53(3), 247-262. https://doi.org/10.1080/00131946.2017.1297302

• Lacy, A. C., & Williams, S. M. (2018). Measurement and evaluation in physical education and exercise science. Routledge. https://doi.org/10.4324/9781315312736

• Law, K. M., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence. Computers & Education, 136, 1-12. https://doi.org/10.1016/j.compedu.2019.02.021

• Looney, A., Cumming, J., van Der Kleij, F., & Harris, K. (2018). Reconceptualising the role of teachers as assessors: Teacher assessment identity. Assessment in Education: Principles, Policy & Practice, 25(5), 442-467. https://doi.org/10.1080/0969594x.2016.1268090

• Macken, S., MacPhail, A., & Calderon, A. (2020). Exploring primary pre-service teachers’ use of ‘assessment for learning’ while teaching primary physical education during school placement.Physical Education and Sport Pedagogy, 25(5), 539-554. https://doi.org/10.1080/17408989.2020.1752647

• MacPhail, A., Tannehill, D., Leirhaug, P. E., & Borghouts, L. (2021). Promoting instructional alignment in physical education teacher education. Physical Education and Sport Pedagogy, 28(2), 1-12. https://doi.org/10.1080/17408989.2021.1958177

• Mahasneh, A., & Al-Zou’bi, Z. (2021). Conceptions of assessment: Perceptions of science teachers in Jordan. Journal of Turkish Science Education, 18(3), 389-400. https://doi.org/10.36681/tused.2021.80

• Mandigo, J., Lodewyk, K., & Tredway, J. (2019). Examining the impact of a teaching games for understanding approach on the development of physical literacy using the passport for life assessment tool. Journal of Teaching in Physical Education, 38(2), 136-145. https://doi.org/10.1123/jtpe.2018-0028

• Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: A systematic literature review. International Journal of STEM education, 6(1), 1-16. https://doi.org/10.1186/s40594-018-0151-2

• Mat Yusoff, S., Arepin, M., & Marzaini, A. F. M. (2022). Secondary school teachers’ perspectives towards the implementation of CEFR-Aligned english curriculum. Creative Practices in Language Learning and Teaching (CPLT), 10(1), 32-48. https://doi.org/10.24191/cplt.v10i1.16406

• Mat Yusoff, S., Leng, C. H., Razak, R. A., & Marzaini, A. F. M. (2022). Determining conceptions of assessment among in-service secondary school teachers. International Journal of Academic Research in Business and Social Sciences, 12(12), 686- 698. https://doi.org/10.6007/ijarbss/v12-i12/15579

• McMillan, J. H., Myran, S., & Workman, D. (2002). Elementary teachers’ classroom assessment and grading practices. The Journal of Educational Research, 95(4), 203-213. https://doi.org/10.1080/00220670209596593

• Moiinvaziri, M. (2015). University teachers’ conception of assessment: A structural equation modeling approach. Journal of Language, Linguistics and Literature, 1(3), 75-85.

• Nisbet, S., & Warren, E. (1999). The effects of a diagnostic assessment system on the teaching of mathematics in the primary school. Proceedings of the Conference of the International Group for, 1-4, 1134. https://files.eric.ed.gov/fulltext/ED436403.pdf#page=1135

• Pallant, J. (2013). SPSS Survival Manual: A step by step guide to data analysis using IBM SPSS (6th ed). Routledge. https://doi.org/10.4324/9781003117407

• Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (7th ed). Routledge. https://doi.org/10.4324/9781003117452

• Rahman, A. F. A., Taat, M. S., & Hongkong, J. (2021). Hubungan faktor guru dan persekitaran dengan pembelajaran Pendidikan Jasmani: Satu tinjauan di sekolah menengah pendalaman Sabah [The relationship between teacher factors and environment with physical education learning: A survey in rural secondary schools in Sabah.]. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(9), 143-153. https://doi.org/10.47405/mjssh.v6i9.984

• Richards, K. A. R., Gaudreault, K. L., Starck, J. R., & Mays, W. A. (2018). Physical education teachers’ perceptions of perceived mattering and marginalization. Physical Education and Sport Pedagogy, 23(4), 445-459. https://doi.org/10.1080/17408989.2018.1455820

• Scriven, M. (1991). Chapter II: Beyond formative and summative evaluation. Teachers College Record, 92(6), 19-64. https://doi.org/10.1177/016146819109200603

• Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill building approach (4th ed). John Wiley & Sons. http://196.188.170.250:8080/jspui/bitstream/123456789/2565/1/Uma%20Sekaran%20-%20Research%20methods%20for%20business%20_%20a%20skill-building%20approach-John%20Wiley%20%26%20Sons%20%282003.%29.pdf

• Sentell, T., Vamos, S., & Okan, O. (2020). Interdisciplinary perspectives on health literacy research around the world: More important than ever in a time of COVID-19. International Journal of Environmental Research and Public Health, 17(9), Article 3010. https://doi.org/10.3390/ijerph17093010

• Shim, T. E., & Lee, S. Y. (2020). College students’ experience of emergency remote teaching due to COVID-19. Children and Youth Services Review, 119, Article 105578. https://doi.org/10.1016/j.childyouth.2020.105578

• Sierra-Díaz, M. J., Gonzalez-Villora, S., Pastor-Vicedo, J. C., & López-Sánchez, G. F. (2019). Can we motivate students to practice physical activities and sports through models-based practice? A systematic review and meta-analysis of psychosocial factors related to physical education. Frontiers in Psychology, 10, 1-24. https://doi.org/10.3389/fpsyg.2019.02115

• Som, M. F. M. (2020). Model practice of pedagogical reasoning and action teaching in the secondary school physical education teachers in Selangor. Educational Administration Research and Review, 4(1), 88-97. https://doi.org/10.17509/earr.v4i1.26198

• Unal, A., & Unal, Z. (2019). An examination of K-12 teachers’ assessment beliefs and practices in relation to years of teaching experience. Georgia Educational Researcher, 16(1), 4-21. https://doi.org/10.20429/ger.2019.160102

• van der Kleij, F. M. (2019). Comparison of teacher and student perceptions of formative assessment feedback practices and association with individual student characteristics. Teaching and Teacher Education, 85, 175-189. https://doi.org/10.1016/j.tate.2019.06.010

• Veloo, A., & Md-Ali, R. (2016). Physical education teachers challenges in implementing school based assessment. International Review of Management and Marketing, 6(8), 48-53. https://doi.org/10.15405/epsbs.2016.08.104

• Wang, T. (2016). School leadership and professional learning community: Case study of two senior high schools in Northeast China. Asia pacific journal of education, 36(2), 202-216. https://doi.org/10.1080/02188791.2016.1148849

• Wang, Z., Wang, Y., & Srinivasan, R. S. (2018). A novel ensemble learning approach to support building energy use prediction. Energy and Buildings, 159, 109-122. https://doi.org/10.1016/j.enbuild.2017.10.085

• Winstone, N., Pitt, E., & Nash, R. (2021). Educators’ perceptions of responsibility-sharing in feedback processes. Assessment & Evaluation in Higher Education, 46(1), 118-131. https://doi.org/10.1080/02602938.2020.1748569

• Yang, A. C., Chen, I. Y., Flanagan, B., & Ogata, H. (2022). How students’ self-assessment behavior affects their online learning performance. Computers and Education: Artificial Intelligence, 3, Article 100058. https://doi.org/10.1016/j.caeai.2022.100058

• Yetkin, R., & Zekiye, Ö. Z. E. R. (2020). An investigation into in-service and pre-service English teachers’ conception of assessment. Journal of Theoretical Educational Science, 13(2), 384-396. https://doi.org/10.38007/proceedings.0000258

• Yüksel, H. S., & Gündüz, N. (2017). Formative and summative assessment in higher education: Opinions and practices of instructors. European Journal of Education Studies, 3(8), 336-356. http://doi.org/10.5281/zenodo.832999

• Zimmer, W. K., & Matthews, S. D. (2022). A virtual coaching model of professional development to increase teachers’ digital learning competencies. Teaching and Teacher Education, 109, Article 103544. https://doi.org/10.1016/j.tate.2021.103544