Transcript Step 7 - Assessment

Assessment
Assessment = the process of gathering evidence about
a student’s level of achievement in a specified subject
area and of making inferences based on that evidence
for a variety of purposes. (NASPE 1995)
Q&A
• What does assessment entail at your practicum
site?
• Think, pair, share
Two Sides to the Story
• Lack of knowledge about
how to assess
• Requires lesson plans
with focused objectives
that address state stds.
• A lot of paperwork
• Too many students
• Who will care?
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Lends credibility to the
program
Leads to objective vs.
subjective knowledge of what
students can do
Motivates students to
improve/practice/perform
Helps teachers to address
state & national stds. in a
structured & organized way
Great advocacy tool
In P.E. we can assess
authentically
Q&A
• What is the purpose of assessment?
• Provide students with information on their progress &
status
• Motivate students to improve their performance
• To make a judgment about the effectiveness of teaching
• Provide information on the status of students in
relationship to objectives so that instruction can be
adjusted
• To evaluate the curriculum or program
• To place students in an appropriate instructional group
• To provide teacher with objective information on
students’ status for grading purposes
Q&A
• What should be assessed?
• What is listed as the essential content and objectives
for lessons in that unit
• Should every lesson have an assessment?
• No but what is taught should be assessed at some
point
Importance
• Assessment represents the fruition (realization)
of all the planning and instruction! It represents
student learning of the content delineated in
standards.
• Assessment is a weak area in physical education yet
education today is about accountability. Why is this
a problem?
• Article on HS PE
ASSESSMENT
“Imagine yourself at an important
school board meeting. This meeting is
to decide the fate of your P.E.
program. You are the physical
educator asked by the school board to
provide evidence that students are
learning & achieving high standards in
physical education Unfortunately, for
the past decade the only tangible
piece of information shared with the
school board about p.e. has been
fitness test scores. Will you be able
to describe the student learning
that is occurring in your p.e.
classes?”
Terms
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Norm-Referenced Assessment
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Criterion-Referenced Assessment
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A specific, predetermined level of achievement referenced to a scientific or conditional standard.
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Examples?
Formative Assessment
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Initial or immediate evaluations. Occur throughout the instructional, training, or research
process. Ongoing.
Examples?
Summative Assessment
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How well a performance compares with that of others; A level of achievement relative to a clearly
defined subgroup of individuals. Usually scored in percentiles
Examples?
Final evaluations that come at the end of an instructional unit
Examples?
Authentic Assessment
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Evaluation given under real-world conditions
Examples?
Does Sally have a legit gripe?
Common assessments used in PE
In this powerpoint:
• Checklists
• Rating scales
• Rubrics
Checklists
• Best used when the performance being judged is “black
and white,” “on or off” etc. Not suitable for
performances where there are shades of gray.
• What are some examples of outcomes that can be assessed
in PE with a checklist?
• Example
Rating Scale
• Quantitative rating scale – uses numbers to distinguish
levels of performance
• How often was each individual able to find their correct heart
rate within 5 beats?
• Qualitative rating scale – uses qualifer words to
distinguish levels of performance
• S was able to position self correctly while playing a 1-2 zone
defense in basketball: always, most of the time, occasionally
and rarely. c
• Any problems you see with qualitative scales?
• Example
Analytic Rubric
A rubric is a scale of criteria that indicates and identifies levels
of performance. It is written by the teacher before instruction
begins and shared with students. It also...
• Helps set expectations
• Facilitates self-assessment
• Helps parents feel more confident and comfortable with grading
procedures
• and is great for accountability
• Rubrics are the gold standard!
• Example from Net/Wall
Steps in writing a rubric
1. Determine levels of performance (advanced,
proficient, basic and below basic)
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Even number of columns are better than an odd #
b/c it creates a “forced choice.” You as the teacher
must decide if the performance was “above
average” or “below average.”
2. Decide on the outcomes you want to measure
in the far left column
3. Assign “weights” to the outcomes to reflect their
importance
Steps in writing a rubric
4. Write the language in the advanced column
using clear and concise language
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Have no more than three “threads” or ideas per
outcome (row)
5. Write the “below basic” column then the middle
two (hardest to write)
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Create performance “gaps” of a similar amount
between each row so the performance varies by a
similar degree
Using a rubric in the field
1. Print out a separate rubric for each student
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Not recommended!
2. Create a table of outcomes across the top and
student names on the left. Leave the grid
blank. Assume all Ss get a 4 unless written
otherwise (3, 2 or 0)
Common Rubric Mistakes
1.
Using qualifier words like usually, sometimes etc in the cells
b/c those words are very subjective. What is usually to one
person may not be to another
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Reduces reliability or the likewise two scorers will evaluate the same
performance in the same way
Having too many threads
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If there are four threads for an outcome, one thread is “advanced”, two
are “proficient” and one is a “below basic,” how would you score it?
Questions PE Teachers Ask:
• Should we grade students on whether they dress for p.e.?
• Should we grade students on the speed at which they can
run the mile?
• Should we grade students on the number of times they
are absent or can’t/won’t participate?
• Should we grade students on their ability to maintain their
heart rate in the target heartrate zone?
• Should we grade on x, y, and z?
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%
NASPE 1:
• Demonstrates competency in motor skills and movement patterns
needed to perform a variety of physical activities
• Format - authentic, or rotating station, or pull-out group
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Generic Rubrics for Several Activities: Example 1
Basketball 4th (skill testing)
Underhand VB Serve
Badminton strategy
• Video analysis – record and view later
• May also do in real-time (Farmington badminton ex.)
• Great resource: www.cantoncharterpe.com
NASPE 1
• Create and demonstrate a routine (gymnastics, etc) including
grades for being an audience member
• Informal Assessments – cannot be used for a grade
• Self-Assessment – student assessment of oneself
• Catching example
• Peer Assessment - students assessment of one another student
• Recommendations:
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Students give feedback on the cues only
Teacher should practice with students the giving and receiving of meaningful feedback
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
NASPE 2:
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Demonstrates understanding of movement concepts, principles, strategies, and
tactics as they apply to the learning and performance of physical activities
Elementary movement skills: (1, 2, 3, 4, 5, 6, 7, 8, 9, 10)
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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
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Gym exit survey
Pedometers – Write about improvement over time, do math calculations, create
goals, etc…
NASPE 3:
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
NASPE 3:
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
NASPE 4:
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
NASPE: Additional Fitness
Considerations
 I advocate creating a Cumulative Fitness Report which tracks a students
health related fitness achievement/scores 4-12. 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.
• Section 504 plan or IFSP
NASPE 5 & 6:
• NASPE 5: Students will exhibit responsible personal and
social behavior that respects self and others in physical
activity settings
• NASPE 6: Students will choose physical activity for health,
enjoyment, challenge, self-expression and/or social
interaction to sustain a physically active
NASPE 5 & 6:
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Farmington levels of involvement
Naugatuck daily grading scale
Hellison’s model
Affective rubrics (hard to write)
• 1, 2
• http://www.iowaahperd.org/journal/foraker_article_98
.html;
http://thenewpe.com/conferences/presentations.htm)
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Recommendation from Doolittle
Article
• Set program-wide norms:
• 60% skills/tactics
• 20% cognitive
• 20% level of involvement based on a rubric
Finding Assessments Online
• A lot of what is on the internet is junk or needs
extensive modification. Very few are ready for
immediate use in class. Expect to need to
change them or develop your own.
• Look at them through the lens of quality
assessment outlined in this powerpoint
Administering Assessments
• Employ authentic assessments as much as
possible to avoid reducing activity time
• Even knowing the rules of an activity can be done
authentically.
• Testing should be private, not public
• Scores for each student must be derived;
otherwise it is not an assessment
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
Cycle of Instruction
Plan
Teach
Assess