Assessment competence and standards-based grading practices of secondary school Physical Education teachers in Santa Maria, Isabela

Assessment in Physical Education has increasingly shifted toward standards-based approaches that emphasize learning outcomes, competencies, and student growth. However, limited empirical evidence exists on how teachers’ assessment competence influences the effective implementation of standards-based grading practices in local school contexts. This study examined the assessment competence of secondary school Physical Education teachers and the extent to which standards-based grading practices are implemented in Santa Maria, Isabela. Using a quantitative descriptive–correlational design, data were collected from 30 public secondary school Physical Education teachers through a validated survey questionnaire. Descriptive statistics and Pearson correlation were used for data analysis. Results revealed that teachers demonstrated strong competence in assessment knowledge (M = 4.20), assessment tool design (M = 4.14), and interpretation of assessment results (M = 4.18). Standards-based grading practices were also implemented at a high level, particularly in authentic performance-based assessment (M = 4.21). A significant positive relationship was found between assessment competence and standards-based grading practices (r = 0.69, p = 0.001). Findings highlight the importance of strengthening teacher assessment literacy to ensure fair and standards-aligned grading practices in Physical Education.