Abstract—The research examines the efficacy of performance assessment in collegiate gymnastics courses in improving participant engagement, teamwork abilities, physical abilities, and overall practical skills. The researcher collected pretest and post-test data from both the experimental and control groups, evaluating performance across multiple domains. The findings of the study demonstrated a statistically significant enhancement in post-test scores on all dimensions for the experimental group, as compared to pretest scores. This suggests that performance assessment has a favorable influence on participant outcomes. On the other hand, the control group demonstrated minimal changes in both pretest and post-test scores, underscoring the intervention’s efficacy. Moreover, the study revealed notable disparities in post-test results between the experimental and control groups, suggesting that performance assessment is more effective in promoting skill enhancement. In general, the results indicate that performance assessment is a helpful instrument for augmenting learning and skill advancement in collegiate gymnastics, underscoring its significance in maximizing participant achievements and raising the quality of gymnastics instruction.  
 

Keywords—learning interest,  collaboration skills,  motor skills,  comprehensive application abilities  

Cite: Wang Shasha, "Application of Performance Assessment in the Teaching of College Gymnastics Course," International Journal of Learning and Teaching, Vol. 10, No. 3, pp. 433-437, 2024.

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