Transcript Step 7 - Assessment

Step 6 - Assessment
A common curriculum component, addressed briefly
here but in considerably more depth in PE305
Importance
• Assessment represents the fruition (realization)
of all the planning and instruction! It represents
student learning of the content delineated in
standards 9-14.
• Assessment is a weak area in physical education yet
education today is about accountability. Why is this
a problem?
• Article on HS PE
Alignment?
• Assessment should align with?
• The domains (P, C, A)
Or
• The standards (CT 9-14)
Step 6 – Assessment
Why Assess
•
•
•
•
•
•
Identify student strengths and weaknesses
Inform teaching and curricular change
Motivate and/or challenge students
Keep students on task
Determine entry skill level
Determine grades, level of performance, and
achievement of state/national standards
• Demonstrate learning as a result of instruction
• Communicate with parents/guardians
Cycle of Instruction
Plan
Teach
Assess
Appropriate practices
NASPE
• Role of assessment
• appropriate practice: teacher decisions about instruction and
evaluation of student progress are based on continuous systematic
observations and assessment of student progress in relation to the final
product, as opposed to one summative evaluation. Assessment is an
integral part of planning, student feedback and goal setting.
• inappropriate practice: students are evaluated and assessed
based on one or two assessments. Students are assessed using
inconsistent, arbitrary measures that do not reflect the instructional
objectives or learning opportunities.
Appropriate practices
NASPE
• Achievement
• appropriate practice: assessment is based upon clearly
defined student goals related to appropriate (psychomotor, cognitive, and
affective) content. Criteria for determining student achievement are
clearly identified. Student grades are based upon individual progress
toward the achievement of predetermined goals.
• inappropriate practice: students are evaluated and graded
on non-content related factors (participation, dress, effort). Students are
graded on a single measure that is not valid or reliable.
Participation/Achievement
• Attendance/dress… 40%
• Daily effort/attitude/
participation ………. 30%
• Knowledge (written
test)…………...…………10%
• Skill (skills test)……....20%
Attendance/dress ……… 10%
Completion of formative
assessments………….. 60%
Summative assessment… 30%
100%
_________
Doolittle and Fay (2002)
100%
Types of Assessment
• Authentic
• Assessment done during activity; often the best method in PE (There’s
NO excuse for not having time to assess)
• Formative
• Assess throughout (better learning gains over summative assessment)
• Summative
• Assess at the end (OK if done in conjunction with formative assessment)
• Norm-referenced
• President’s challenge (percentiles)
• Criterion-referenced
• Fitnessgram or any set criteria
CT Standard 9:
Demonstrates competency in motor skills and movement
patterns needed to perform a variety of physical activities
CT Standard 9:
• Scoring rubric - authentic, or rotating station, or pull-out group
•
•
•
•
•
•
Generic Rubrics for Several Activities: Example 1 and 2
Basketball 4th (skill testing)
Jumping 1st
Underhand VB Serve
Strategy
Several sample rubrics
• Checklist – whole class
• Video analysis – record and view later
• May also do in real-time (Farmington badminton ex.)
• Jigsaw Model - Evaluate students teaching a lesson (create a rubric)
CT Standard 9
• Create and demonstrate a routine (gymnastics, etc) including
grades for being an audience member
• Self-Assessment – student assessment of oneself
• Catching example
• Peer Assessment - students assessment of one another
• Students give feedback on the cues only
• Teacher should practice with students the giving and receiving of meaningful
feedback
• Establish guidelines:
• Give corrective and positive feedback together
• Give only positive feedback
• Don’t attach grades to peer feedback, completion scores only
• Advantages: socialization, teaching of others, offsets larger class sizes, peer
and self improvement, and greater interaction with the learning objectives
• Techniques: task cards, criteria sheets
• Non-traditional
• Making a video of a skill being correctly executed
CT Standard 10:
Demonstrates understanding of movement concepts, principles,
strategies, and tactics as they apply to the learning and
performance of physical activities
CT Standard 10:
•
•
Student journals or learning logs – For example, attitudes about throwing and
catching ability
Traditional pencil/paper quizzes (1, 2, 3, 4, 5, 6, 7, 8, 9, 10)
•
•
•
•
•
•
•
Many available on PECentral
http://www.pecentral.org/assessment/paperandpencilassess.asp
Create and post a monthly bulletin board (upper grades)
Individual or Group assignments (personal fitness program, wellness plan,
research of community physical activity opportunities)
Picture project: identify &/or correct skill cues from a photograph or demonstration
Sportfolio (1, 2)
Check for Understanding 7-up style: Thumbs up, thumbs down
• Students can’t see one another’s answers, use a checklist for scoring
• Assess on fitness knowledge, rules, strategies, nutrition etc
•
•
Gym exit survey
Pedometers – Write about improvement over time, do math calculations, create
goals, etc…
CT Standard 11:
Participates regularly in physical activity
• K-2: Draw pictures or ask students how they
engage in physical activity at home
• 3-12: Create a home activity log in conjunction
with the regular classroom teacher
• Have parents fill out a survey about their child
CT Standard 11:
Participates regularly in physical activity
• 3-12: Practicum – Students required to participate in
physical activity field experiences
• Athletes are not exempted
• Form partnerships with local community resources (fitness
centers, tennis clubs, park and recreation leagues, equestrian
centers, etc) where students must have their participation
verified by a signature
• Negotiate discounts or free trial for students
• Require X number of hours per month or year; require X number
of locations per year
CT Standard 12:
Achieves and maintains a health-enhancing level of
physical fitness.
Assessing Fitness Levels – There are conflicting viewpoints on how
to assess health-related fitness. Some ideas:
 Completion of the task
 Self-developed form
 Criterion referenced - fitnessgram (A=healthy fitness, C=needs improvement)
 Fitnessgram profile
 Percentile score
 Equate percentile score to a grade (i.e. 80-100=A, 70-80=B, etc) and allow for
improvement (i.e. improve 5 points=A, improve 3=B, etc)
 How to calculate percentiles for your school: Percentile Achievement Scores
CT Standard 12: Additional Fitness
Considerations
 I advocate creating a Cumulative Fitness Report which tracks a students
health related fitness achievement/scores K-12. When a student leaves
elementary school, it goes with them to middle school and beyond.
 Overweight/Obese Students
• PE teachers have a responsibility to help these students
because overweight children usually become overweight
adults.
• Discussed more in PE 406, APE.
CT Standards 13 and 14:
• CT Standard 13: Students will exhibit responsible personal
and social behavior that respects self and others in physical
activity settings
• CT Standard 14: Students will choose physical activity for
health, enjoyment, challenge, self-expression and/or social
interaction to sustain a physically active
CT Standards 13 and 14:
•
•
•
•
Farmington levels of involvement
Naugatuck daily grading scale
Hellison’s model
Journals – “The most important thing that I
learned today was…”
• Affective Rubric – scale of criteria that explains
possible levels of performance (1, 2)
Communication
• Communicating grades is important both in
communicating student progress, measuring student
learning in terms of program improvement, and
advocacy for PE both inside and outside school.
• For example, with fitness assessments, you could send home
2-sided flyer. One side has their child’s fitnessgram results
and how to interpret them. The second side could have:
• Information about health and physical activity
• Information about the PE program
• An after-school health and physical activity workshop sponsored by
the PE teacher
with Parents…
• Newsletter combined with…
• Report Card
Boulder:
K
1st
2nd
3rd
4th
5th
Okemos:
Fall
Spring
Irondequoit:
3-5
Maple Shade
K-5
Generic
3-5
Sample TOTAL Rubric
- combines all aspects of grading
A.
B.
C.
D.
Application of Fitness Concepts
Application of Movement Concepts
Application of Personal and Social
Responsibility Concepts
Physical Education Reading/Writing
30%
30%
30%
10%
100%
Generic Daily Rubric
(Students earn 0-4 points/day in each category)
Names
A.
B. Application of Movement
Application Concepts
of Fitness
Concepts
Skills
Student 1
Student 2
Student 3
etc
Strategy Rules and
Conventions
C.
Application of
Personal and
Social
Responsibility
Concepts
Application of Fitness Concepts
4 Always applies overload, progression, specificity
concepts to all CV, Flex., ME, MS activities
3 Usually….. most
2 Usually….. some
1 Occasionally… a few
Application of Skills
4 Proficiency level
• consistently: effective 75% of time
3 Competency/Utilization level
• less consistently: effective 50% of time
2 Control level
• inconsistency: 15-49% effective
1 Precontrol level
• rarely effective: <15%
Adapted from Graham, Holt-Hale, & Parker (1993). Children moving.
Application of Strategy
4 Appropriate decision making, nearly automatically
3 Correct decision, shows intent, but with hesitation
2 Some correct decision making, but lacks consistency
1 Little evidence of appropriate decision making
Adapted from Rink’s Game Stages (1993), Teaching Physical Education for Learning.
Application of
Rules and Conventions
4
Observes all rules and conventions, helps others apply rules,
assists in providing uninterrupted play
3
2
Observes most rules and conventions without assistance
1
Little evidence of understanding rules, needs help from others to
play
Observes major rules and conventions of play with some
assistance from others
Application of Personal and Social
Responsibility
4
3
2
1
Supports/helps teammates, shows concern for other’s positive experience, helps
prevent/resolve conflicts, shows self-direction consistent performance intensity
Shows self-direction, consistent performance intensity and fair-play
Maintains self-control, but inconsistent performance intensity and fair-play
Lacks self-control at times; needs reminders and encouragement from others to
participate safely
Hellison (1995). Teaching responsibility through physical education.