Transformative Perspectives in Physical Education Evaluation: Empowering Diverse Stakeholders for Holistic Learning Experiences in the Era of Big Data

The evaluation of physical education (P. E.) learning is a cornerstone of educational systems globally, providing critical insights into the quality and effectiveness of P. E. programs. However, the current literature has primarily focused on teacher-centric evaluation, limiting the comprehensiveness and objectivity of the assessment process. This research, conducted within the context of the Journal of the Knowledge Economy, explores a transformative approach to P. E. learning assessment by introducing diversified evaluation subjects, including students, parents, and the broader community. The study demonstrates that involving diversified evaluation subjects enriches the evaluation process, extending understanding beyond traditional quantifiable measures. Students, in particular, play a pivotal role as evaluation subjects, empowering them to actively shape their learning journey and fostering self-reflection and self-confidence. This paradigm shift challenges conventional notions of educational stakeholders, expanding the theoretical landscape in education and evaluation. This research offers crucial recommendations for educational institutions and policymakers, emphasizing the need for policy revisions to promote inclusivity in the evaluation process. Training programs for P. E. teachers, platforms for transparent communication, and a culture of adaptability and openness to change are essential for successfully implementing diversified evaluation practices. By shedding light on this transformative approach, the study contributes to the knowledge economy by enriching the theoretical understanding of educational evaluation and providing practical guidance for educational institutions to enhance the quality of P. E. education and promote democratic principles within the context of P. E. learning assessment.