Ethical Principles and Bias in Physical Education Testing and Measurement: A Critical Review and Implications for Teachers

Abstract

Ethical principles and assessment bias have become increasingly important issues in Physical Education (PE) testing and measurement due to their significant influence on assessment validity, educational equity, and student learning outcomes. However, ethical considerations and bias reduction strategies are often discussed separately, limiting a comprehensive understanding of fair assessment practices in PE. This study aimed to critically examine ethical principles and assessment bias in PE testing and measurement and to identify their implications for teachers. The study employed a critical literature review approach by analyzing peer-reviewed articles published between 2016 and 2026 from Scopus, Web of Science, ERIC, ScienceDirect, SpringerLink, Google Scholar, SINTA, and Garuda databases. A total of 287 records were initially identified, and after screening and eligibility assessment, 42 studies were included in the final review. The findings revealed that fairness and equity were the most frequently discussed ethical principles (92.86%), followed by transparency (83.33%), inclusivity (78.57%), accountability (71.43%), and confidentiality (64.29%). Gender bias (73.81%) and teacher expectancy bias (69.05%) emerged as the most common forms of assessment bias. Furthermore, biased assessment practices were associated with reduced validity (85.71%), student demotivation (80.95%), and inequitable learning opportunities (76.19%). Teacher assessment literacy training (90.48%) was identified as the most effective strategy for minimizing bias. In conclusion, ethical assessment principles serve as essential mechanisms for reducing bias, improving assessment quality, and promoting equitable learning experiences in Physical Education.