Chapter 11 Assessment in Sport Education

1. Chapter 11 Assessment in Sport Education C H A P T E R 11 Assessment in Sport Education

2. Ask Yourself • Do you want your program to be valued by students, parents, and school administrators? • How do you get them to value it more? • Do you believe that your work is as important as that of classroom teachers? (continued)

3. Ask Yourself (continued) • How do you know your students are progressing in their game play? • What do you look for? • How do you know that the team coaches are successful in their leadership role?

4. What Constitutes Assessment? “Variety of tasks and settings where students are given opportunities to demonstrate their knowledge, skill understanding and application of content in a context that allows continued learning and growth”(Siedentop & Tannehill, 2000, pp. 178-179) (continued)

5. What Constitutes Assessment? (continued) • Assessment always requires some form of measurement (e.g., observation of performance, written test, student work products). • Provides important information about students’ progress in learning and the effectiveness of your instructional efforts. (continued)

6. What Constitutes Assessment? (continued) Assessment can be done informally and formally. • Informal assessment: Involves observing student performance followed by feedback, encouragement, corrections, and prompts. • Formal assessment: Involves observing student performance and developing a permanent record of the performance (possibly combined with feedback, encouragement, corrections, and prompts).

7. Why Is Assessment in Physical Education Difficult? • There are fewer built-in permanent products (compared to classroom subjects). • Most legitimate outcomes in physical education lie within the psychomotor domain. • Thus, it requires real-time observation, judgment, and recording.

8. Assessment of Learning and for Learning Assessment of learning: • Schools need to demonstrate that their students learned. • Associated with the need to assign semester grades, and thus closely linked with the need to “test” students. (continued)

9. Assessment of Learning and for Learning (continued) Assessment for learning: • Aimed at helping students progress as they participate in learning activities. (continued)

10. Assessment of Learning and for Learning (continued) Both are important: • Students deserve support in their learning. • School administrators and parents (i.e., taxpayers) deserve to know that their investments are justified.

11. Assessment and Grading • Are they the same? • Are they different? • If different, how? (continued)

12. Assessment and Grading (continued) Communication of students’ performance: • Letter grades • Pass–fail or satisfactory–unsatisfactory • Performance relative to content standards (continued)

13. Assessment and Grading (continued) • Grading requires formal assessment and records of performance. • Performance must go beyond attendance, dressing for class, and minimal involvement in activities (i.e., participation).

14. Assessing Season Outcomes Assessment in Sport Education should be linked directly to the intended outcomes for a season. What were the main season outcomes? (continued)

15. Assessing Season Outcomes (continued) What were the main groups of season outcomes? • Physical activity levels within and beyond classes • Self-efficacy toward physical activity • Learning techniques and tactics • Exhibiting fair play • Performing duty-team roles

16. Assessment Within Sport Education • Sport Education seasons afford more opportunity for assessment • Longer seasons • Self-management and greater responsibility of students

17. Authentic Assessment • The capacity to do a task to its successful completion in a context that is relevant to how the task is done in the larger world (Siedentop, 1996) • Contextualized performance capabilities • Being able to use skills and apply knowledge appropriately in real-world situations • Exhibition of performance (continued)

18. Authentic Assessment (continued) “We speak of such a final challenge as an ‘exhibition.’ It is a ‘test’ in the sense that the big game on opening night is a ‘test.’ Unlike the conventional ‘final,’ the exhibition—like a piano recital or a play—lets the performer show off or ‘exhibit’ what he or she knows.” (Wiggins, 1987, p. 15) (continued)

19. Authentic Assessment (continued) • What are exhibitions in physical education? • When do these exhibitions of performance occur in physical education? • Why is volleying a ball against a wall not an authentic context for learning and assessment?

20. Assessment in Sport Education There is more to learn . . . hence, there is more to assess: • Game play or contests • Duty team • Nonplaying team roles • Fair play (continued)

21. Assessment in Sport Education (continued) When teachers know their content, they know what to look for and can make better judgments about student performance.

22. Developing a Workable Authentic Assessment System A four-step process: • Identify and select authentic season outcomes. • Select assessment tools. • Use the tools. • Document the season outcomes.

23. Step 1: Identify and Select Authentic Outcomes • Limit the number of outcomes to be assessed formally. • Include a measure of physical activity levels, enjoyment, and efficacy. • Balance technique and tactics, knowledge, and nonplaying role performance.

24. Step 2: Select Assessment Tools • Checklists • Rating scales • Written tests • Out-of-class assignments (e.g., photos, practice plans, team and player profiles) • Peer assessments • Self-reports (e.g., activity logs, team journals, surveys, work tasks)

25. Table 11.1

26. Step 3: Gather Data on Season Outcomes • What to assess? • When and how often to assess? • Whom to assess? • How to remember to assess? (continued)

27. Step 3: Gather Data on Season Outcomes (continued) What to assess? • Focus on just two or three season outcomes. • Different students may be assessed on different outcomes. • Continue to employ informal assessment in addition to formal assessment. (continued)

28. Step 3: Gather Data on Season Outcomes (continued) When and how often to assess? • Embed throughout the season. • Avoids need for end-of-season skill testing. • Serves as springboard for informal assessment. • Allows for adjustments. • Allows simultaneous assessment of learning and assessment for learning. (continued)

29. Step 3: Gather Data on Season Outcomes (continued) Whom to assess? • No need to assess all students in one or two lessons. • Focus on select few students each lesson. • With practice and experience, you will be able to increase the number of students formally assessed per lesson. (continued)

30. Step 3: Gather Data on Season Outcomes (continued) Whom to assess? • All students deserve attention. • Assessing higher-skilled students is generally easier. • Focus on those with less experience. (continued)

31. Step 3: Gather Data on Season Outcomes (continued) How to remember to assess formally? • Use a prompting device (MotivAider). • Helps weave assessment throughout lesson.

32. Step 4: Documenting Season Outcomes • Use team portfolios. • Students compile evidence of performance across outcomes. • Can be organized around Sport Education’s broader goals: competency, literacy, enthusiasm.

33. Making Your Case for Quality Physical Education: Beyond Letter Grades • Who are the key people who need to know about student and program performance? • What do they really know about your program? (continued)

34. Making Your Case for Quality Physical Education: Beyond Letter Grades (continued) • Have credible information to share. • Prepare to share with anyone, anytime, anyplace. • Use all possible venues (formal and informal). (continued)

35. Making Your Case for Quality Physical Education: Beyond Letter Grades (continued) • Invite significant people to season events. • Attend school meetings often (i.e., school board, site council, PTO). • Stay abreast of developments in the field.

36. Closing Points • Sport Education provides increased opportunity for instruction and legitimate, focused assessment of students’ learning. • Need to develop a culture of assessment (Lund & Veal, 2008).