Assessment methods

• Scoring rubrics-  rating scale that lists multiple criteria related to a task or skill performance.
• Observation checklists-  Criteria for proper technique for movement patterns are listed and performance is checked against those points
• Skill checklists-  Skills are listed and can be checked off when mastered by specific students.
• Anecdotal record sheets-  A record sheet with student names and room for comments about student behavior.
• Student self-assessment-  Students make judgments about their achievement of listed performance objectives
• Student logs-  Students maintain a log that indicates progress toward a goal over time
• Written tests-  Administered to check cognitive learning that has accompanied physical skill learning
• Standardized tests-  Tests that have been administered to large samples and the results are available for comparison

Arguments against a grading system

• Grades difficult to interpret between teachers and schools
• PE does not place emphasis on content and product but effort and improvement
• Time consuming
• Three learning domains (Skill, Attitude, Content Knowledge)
• Excessive attention is given to fitness testing (standardized)
• Physical skill performance is affected by genetics

Argument for a grading system

• Grading makes PE similar to academic areas yielding validity in the eyes of teachers, parents, and administrators
• Grades communicate performance of the student to parents
• Academic respect is gained when grades are present
• Provides accountability (theoretically, learning can be measured)
• Skilled students are rewarded

Implementing a grading system

• Improvement or performance?
• Negative or positive system?
• Test results or learning?
• Process or product?
• Broad or narrow perspective?
• Letter grades or progress report?
  [Progress reports take more time to complete but give  parents more information.]

• Key to improving teaching
• Difficult to find others capable of giving evaluative feedback
• Feedback is private with self-evaluation
• Steps toward self-improvement:
  • Determine which behavior to evaluate
  • Evaluate a single behavior at one time
  • Design a coding form
• Behavior to examine
  • Instructional time-  amount of instructional time you offer students (limit each instructional episode to 30 seconds)
  • Management time-  episodes that occur when students are moved into various formations, when equipment is retrieved or gathered, or directions are given
  • Practice time-  amount of time students spend practicing skills that result in accomplishment of objectives
  • Dead time-  occurs when students are off-task or doing something unrelated to the practice
  • Response latency-  amount of time it takes for students to respond when commands or signals are given
  • Student performance-  different classes have different percentages of students performing at optimum levels
    [Placheck (planned activity check) Recording-  technique used to observe group behavior at different times during a lesson.]
  • Instructional feedback (types of feedback):  

• Praise-  positive form of feedback
• Criticism-  negative form of feedback
• General- feedback that doesn't specify the behavior being reinforced (positive or negative)
• Specific-  feedback that specifies the student and behavior being reinforced (positive or negative)
• Corrective-  feedback that focuses on improving performance
• Nonverbal-  feedback that isn't verbal such as a smile, nod, or pat on the back (positive or negative)

• Supervision and student contact-  effective instructors actively supervise students (moving among students and offering personalized feedback)

Evaluating Your Program

• Evaluate regularly to ensure program goal achievement
• Possible areas for evaluation:
  • Philosophy of the program
  • Instructional procedures
  • Curricular offerings
  • Facilities, equipment, and supplies