Transcript KIN 396, 7

Chapter 7
Assessing and Grading the
Students
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Chapter Objectives
After completing this chapter, you should be to
1. Define assessment, alternative assessment, formative
assessment, and summative assessment.
2. List and describe the characteristics of authentic assessment.
3. Describe how you may use checklist, rating chart, analytical,
and holistic rubrics in the assessment technique.
4. Describe portfolio assessment.
5. List and describe the use of grades.
6. List the three behavior areas and the factors commonly
graded in these areas, and state why some factors should not
be graded.
7. List and describe the criteria for grades.
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Chapter Objectives
8. Define norm-referenced grading and the grading methods
of natural breaks, standard deviation, percentage, and
norms (percentiles and T-scores), then describe the
advantages and disadvantages of these methods.
9. Define criterion-referenced grading and the grading
methods of contract and percentage-correct, then describe
the advantages and disadvantages of these methods.
10. Define the weighting of factors and describe a method
for performing this technique.
11. Describe four methods for reporting term grades.
12. Describe your grading philosophy and develop a grading
method that could be used in a teaching assignment.
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Assessment and Grading
*Teaching environment: assessment performed continuously
throughout the teaching of a skill.
*Assessment - measure, evaluate, identify, and prescribe.
*Through assessment teacher can help students perform at
their maximum level and succeed in their class endeavors.
*Grading means that teacher determines (through
assessment) the achievement level of each student toward
class objectives and assigns the appropriate grade at
conclusion of unit.
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Alternative Assessment
• Students are assessed with nontraditional
methods
• Most popular alternative assessment is
authentic assessment
• Authentic assessment provides ways for data
or information to be gathered and organized
so that accurate judgments can be made
about each student
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Authentic Assessment
*Once class goals have been stated, authentic assessment
allows teacher to:
- monitor the students’ performance and determine where
they are experiencing difficulties
- prescribe a correction for learning problems
- keep track of students’ progress toward class goals and
objectives
- fairly assign grades
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Characteristics of Authentic Assessment
Formal Record Keeping - time consuming; students may
assist
Natural Surroundings - conducted while students are
performing in a game or under gamelike conditions; may
also use rating charts and records during game play
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Characteristics of Authentic Assessment
Formative Assessment
- conducted throughout the teaching unit
- enables teacher to provide students with regular feedback
about progress toward the class goals and objectives;
allows teachers to diagnose learning problems and
prescribe any necessary changes in the teaching unit
- done routinely and not limited to designated times or
days
- can serve to motivate students
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Characteristics of Authentic Assessment
Summative Assessment
- used to determine students’ achievement of class goals and
objectives at conclusion of teaching unit
- often used to assign grades
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Characteristics of Authentic Assessment
• Technique (Form) and End Result
• assessment of each student’s technique and
form in performing the skills
• made more objective with use of rubrics (a
scoring guide), or a set of all key criteria,
that is used to determine an individual’s
quality of performance
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Characteristics of Authentic Assessment
Types of Rubrics
Checklist and rating chart – include key components of
motor skill and provide students the criteria for
successful performance
See tables 7.1 and 7.2
Table 7.3 provides guidelines for construction of
rating chart
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Characteristics of Authentic Assessment
Types of Rubrics
Analytical rubric – assess each component of a motor skill
Detailed; provide useful information about student’s
strengths and weaknesses
Use scoring headings with appropriate assessment
statements
See table 7.4
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Characteristics of Authentic Assessment
Types of Rubrics
Holistic rubric – includes broad statements which
differentiate the levels of performance; no components
of skill are listed
Teacher is expected to make a judgment about student’s
level of performance; more efficient than analytical
assessment
See table 7.5
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Characteristics of Authentic Assessment
Self-Assessment and Peer Assessment
- students can be taught to assess their own skill
- students must understand how the assessments will be used;
must be accurate and consistent
- end-result assessment easier for students than technique
assessment
- for technique assessment, charts or forms must be provided;
videotape also may be used
- peer assessment probably is better than self-assessment
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Characteristics of Authentic Assessment
Portfolio Assessment
- student responsible for collection of portfolio contents
- portfolio may include:
written assignments (e.g., analysis of skill)
a pre-assessment of skill level
performance goals
a planned program for improvement
a self-assessment of performance (videotape)
peer assessment
record of practice sessions
written tests
other items on which teacher and student have agreed
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Characteristics of Authentic Assessment
Portfolio Assessment
- purpose of portfolio is to document and exhibit student’s
progress, achievements, and effort
- students must understand how portfolio will be evaluated
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National Association for Sport and
Physical Education (NASPE)
• Publication - Moving into the Future:
National Standards for Physical Education
• Includes six standards for a physically
educated person, emphasizes the role of
assessment in the school environment, and
provides assessment resources.
• Some states have mandated standards for all
educational programs within the particular
state.
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Grading
*Too many physical educators base grading on attendance,
participation, and effort.
*Grades are recognized as symbols that denote progress
and achievement toward established criterion-referenced
or norm-referenced course objectives.
Use of Grades
Students
Parents
Teachers
Administrators
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Factors Used in Grading
Affective Factors
- Sportsmanship
- Attendance, Participation, and Showering
- Effort
Cognitive Factors
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Factors Used in Grading
Psychomotor Factors
• The Activity
- Achievement - must establish realistic norm-referenced
or criterion-referenced objectives; difficult to establish
fair objectives if class has a variety of students with
limited movement experiences and students with good
movement experiences
- Improvement - usually pretest and posttest
Problems associated with pretest and posttest
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Factors Used in Grading
• Game Performance - tournament play and authentic
assessment
• Fitness
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Criteria for Grades
1. Should be related to the educational objectives.
2. Should have validity, reliability, and objectivity.
3. Weight (the percentage or portion of the total grade)
should be related to the emphasis placed on the factor
during the instructional unit.
4. Weights of the factors and method of grading should be
understandable to students and parents.
5. Should discriminate good student from poor student.
6. Should have administrative economy.
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Methods of Grading
Norm-Referenced Grading
* Natural Breaks Method - rank scores and use gaps, or
breaks, for cutoff points for letter grades; lacks
consistency
SEE TABLE 7.6
* Standard Deviation Method - assumes scores are normally
distributed and that standard deviation can be used
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Methods of Grading
Example for Standard Deviation Method of Grading
X = 74; s = 6
C = X  0.5s
= 74  3
= 71 to 77
Upper limit of B
B = X +1.5s
= 74 +1.5(6)
= 83
A = above 83
B = 78 to 83
C = 71 to 77
D = 65 to 70
Lower limit of D
D = X - 1.5s
= 74 - 1.5(6)
= 65
F = below 65
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Methods of Grading
If large number of scores, percentage of scores for each
grade:
Grade
A
B
C
D
F
Standard Deviation Range
1.5s or more above mean
Between +0.5s and 1.5s
Between +0.5s and -0.5s
Between -0.5s and -1.5s
1.5s or more below mean
Percent
7
24
38
24
7
Weakness: grade values may not be same from year to year.
SEE OTHER EXAMPLES IN TABLE 7.7
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Methods of Grading
*Percentage Method - teacher decides what percentage of
class is to receive each letter grade; similar to standard
deviation method
Example
Class of 30 students
% of student
# of students*
15
5
20
6
30
9
20
6
15
5
*Will not total 30 due to rounding of numbers
SEE OTHER EXAMPLES IN TABLE 7.8
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Methods of Grading
*Percentage Method
Weaknesses:
1. Selected percentages may require rounding of numbers;
results in a different total number of students than the
actual number.
2. When scores are ranked, may have several same scores at
cutoff point.
3. Average-ability students will receive higher grades in a class
with low-ability students than in a class with high-ability
students.
4. If class includes students similar in ability, some students
will receive high grades and some will receive low grades.
.
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Methods of Grading
*Norms Method - norms are developed by collecting scores
for a large number of individuals of similar sex, age,
experience, ability, and other such characteristics;
percentiles, T-scores, and z-scores are forms of norms
Advantages:
1. May be used for several years.
2. Unaffected by the group being tested because all students
could excel.
3. Have consistency.
SEE TABLE 7.9 - GRADES ASSIGNED BY
PERCENTILES AND T-SCORES
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Criterion-Referenced Grading
*Criterion-referenced standards are clearly defined.
*Standards may be developed for each grade; students
choose to work for a particular grade.
*Students are not in competition with each other.
Contract Method
- Can be used with a class or with each student
- Quality, amount, and type of work included in contract
- Students may assist in developing the contract
- Too often emphasis is on quantity of work rather than
quality
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Criterion-Referenced Grading
Percentage-Correct Method
- Student is advised what percentage of attempts must be
correct to earn the various grades.
- Standards for grades should be based on previous test
scores that have been analyzed.
- Sometimes difficult to compare different tests since the
level of difficulty for the tests will not always be the same.
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Criterion-Referenced Grading
Percentage-Correct Method
-If one test is more difficult than another, different weights
may be assigned to the tests.
- Acceptable grading system if grade standards are
determined as objectively as possible.
- No limits on number of students who may earn high
grades.
SEE TABLE 7.10 FOR EXAMPLES
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Which Method of Grading is Best?
*Beginning and experienced teachers should use a grading
system that fulfills grading criteria and that they agree with
philosophically.
*Should be prepared to use either norm-referenced grading
or criterion-referenced grading.
*Choice of grading method should serve the needs of the
teacher and the needs of the students.
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The Weighting of Factors
*If teacher places more emphasis on certain factors, the
factors may have more value in determining the unit grade.
*To reflect the importance of factors, weights are assigned to
them.
*Weights may be used with knowledge and physical
performance tests.
*If letter grades are assigned for weighted factors, a
numerical table for conversion of letter grades should be
available. (SEE TABLE 7.12)
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Table 7.11 Use of Weights in Determining
Grades for Tennis
Weighting
Area
of Area
Psycho6
motor
Weighting
Factor
of Factor
Skill Test
1
Game Performance 2
Tournament
Standing
2
Technique
1
Cognitive 2
Knowledge
Test
2
TOTALS 8
8
COMMENTS
Grade = 78/8 = 9.75 (A-)
A+ = 12 B+ = 9 C+ = 6 D+ = 3 F = 0
A- = 11
B = 8 C- = 5 D = 2
A = 10 B- = 7 C = 4 D- = 1
Grade
C+
B+
Points
6
18
A+
A-
24
10
A-
20
78
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Reporting of Final Grades
Letter. Grades A, B, C, D, and F most commonly used.
Some school systems use + and - with grades. Teacher
usually converts numerical grades to letter grades.
Numerical. The numerical average is reported.
Pass/Fail. Grade indicates only whether student has been
successful or unsuccessful in completing course objectives.
Descriptors. Words, terms, and phrases are used to describe
the student’s performance.
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