Assessment Techniques for Elementary PE

Matthew Cummiskey Temple University

…against Assessment

It takes up too much valuable time Not important if done or not Few people understand what we do in physical education Need more information on assessment techniques and strategies

…for Assessment?

Identify student strengths and weaknesses Inform teaching and curricular change Motivate and/or challenge students Determine entry skill level Determine grades or level of performance Identify achievement of state/national standards Communicate with parents/guardians Demonstrate outcomes resulting from instruction

General Guidelines

Assessment should be geared towards standards & exit competencies (alignment) Plan – Teach – Assess – Plan – Teach – Assess – Plan – Teach – Assess ….

Formative over summative assessment Less reliance on attendance and behavior grading (not just busy, happy, good) Assessment: integral component to a dynamic & relevant curriculum Type of assessment used is secondary to doing it

How are you currently assessing?

- Work in Small Groups

Psychomotor Standards

NASPE Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities PA 10.5.3A. Recognize and use basic movement skills and concepts • locomotor movements (e.g., run, leap, hop) • non-locomotor movements (e.g., bend, stretch, twist) • manipulative movements (e.g., throw, catch, kick) • relationships (e.g., over, under, beside) • movement sequence • space awareness (e.g., self-space, levels, pathways, directions) • effort (e.g., speed, force)

Psychomotor Assessment Techniques

• Checklist – whole class • Scoring rubric (rotating station, pull-out group) – – Basketball 4 th Jumping 1 st (skill testing) – Underhand VB Serve • Video analysis • Self-Assessment • Compare picture of performance versus skilled performance (use rubric checklist)

Peer Evaluation:

• Students assessment of one another • Students give feedback on the cues only • Teacher should train students to give and receive meaningful feedback • Establish guidelines: – Give corrective and positive feedback together – Give only positive feedback • Practice feedback over time • 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

Psychomotor Standards Cont.

NASPE Standard 3: Participates regularly in physical activity PA 10.4.3A. Identify and engage in physical activities that promote physical fitness and health – K-2: Draw pictures or ask students how they engage in physical activity at home – 3-5: Create a home activity log in conjunction with the regular classroom teacher

Psychomotor Standards Cont.

NASPE Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Methods of Fitness Assessment  Traditional Recording Sheet  Percentile Achievement Scores

Cognitive Standards

NASPE Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities PA 10.4.3B. Know the positive and negative effects of regular participation in moderate to vigorous physical activities PA 10.4.3C. Know and recognize changes in body responses during moderate to vigorous physical activity – heart and breathing rate PA 10.5.3B. Recognize and describe the concepts of motor skill development using appropriate vocabulary – form, developmental differences, critical elements, feedback PA 10.5.3D. Identify and use principles of exercise to improve movement and fitness – FITT PA 10.5.3F. Recognize and describe game strategies using appropriate vocabulary – faking/dodging, passing/receiving, move MOVING to be open, defending space

Cognitive Assessment Techniques

              Self assessment (completion only) Peer assessment (completion only) Checks for understanding (slips of paper and put in box) 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 ) Bulletin board (upper grades) Group assignments (create practice plan or flexibility program) Picture project : identify &/or correct skill cues from a photograph Create a routine including grades for being an audience member Role play scenarios with assessment rubrics Sportfolio Thumbs up, thumbs down (fitness knowledge, rules, strategies, nutrition) with a checklist Gym exit survey Pedometers – Write about improvement over time, do math calculations, create goals, etc…

Affective Standards

NASPE Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings NASPE Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction PA 10.4.3F. Recognize positive and negative interactions of small group activities  roles (e.g., leader, follower), cooperation/sharing, on task participation PA 10.4.3C. Recognize conflict situations and identify strategies to avoid or resolve them  walk away, I-statements, refusal skills, adult intervention

Affective Assessment

Believe that social interaction and personal responsibility are behaviors that can be learned and assessed which can be taught the same way as physical skills by specifying objectives and designing class activities that promote development. Affective domains include: interests, appreciation, attitudes, values, enjoyment, sportsmanship, fair play, sharing, cooperating, teamwork, respect, honesty, caring, respect for differences, being a team player, compassion, and positive interactions (not just effort and participation)

Affective Assessment Techniques

 Hellison’s model  Scenario Worksheet  Journals – “The most important thing that I learned today was…”  Rubric – scale of criteria that explains possible levels of performance ( 1 , 2 )

Communicating Grades

 How are physical education grades currently reported?

with Parents…

 Newsletter combined with…  Report Card Boulder: Okemos: Irondequoit: Maple Shade K 3 rd Fall 3 - 5 K - 5 1 st 4 th Spring 2 nd 5 th

Tips for Getting Started

 Start small, begin with one or two classes and fewer assessment items  Expect some failures or resistance  Share assessment ideas

Wrap Up

 Additional assessments not covered  Questions??

THANKS FOR COMING!!!

 Documents: – http://astro.temple.edu/~mdc49/portfolio/co nferences/presentations.htm

 Contact me: – [email protected]