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Assessments in Meeting the NASPE Standards

Assessments in Meeting the NASPE Standards. Javi Ramirez B. Why is it important?. Before NASPE, physical education programs revolved around students moving, being happy, and following instruction.

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Assessments in Meeting the NASPE Standards

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  1. Assessments in Meeting the NASPE Standards Javi Ramirez B

  2. Why is it important? • Before NASPE, physical education programs revolved around students moving, being happy, and following instruction. • NASPE standards gave clear directions on achievable goals and objectives focusing on student achievement. - (De Jong 2002)

  3. Why is it important? (cont.) • NASPE standards outline what is worth knowing and being able to do. • Specific recommendations on what to teach, how to teach, and how to assess is up to us. • Assessment is much more than collecting data. It defines the means to accomplishing the end and not just the end itself. -(De Jong 2002)

  4. Following the Steps • 1. Assessment Decisions • Instructional • What are we going to teach in order for our students to reach the NASPE standards? (Kelly 2004) • Should we grade on dressing, speed of students, number of times absent? • What do the standards say? • A variety of different assessment instruments should be used. (Mohnsen 2006)

  5. Following the Steps • 2. Matching Assessment Instructions with Assessment Decisions • Norm-referenced • Criterion-referenced • Observatory/Feedback • (Kelly 2004) • Is each standard one that can be measured by comparison to other students or to a certain criteria? • Many teachers are using an achievement based approach to prove results and effectiveness in their classrooms. (Dolittle 1996).

  6. Following the Steps • 3. Collecting Accurate and Valid Data • Valid and Reliable • Following General Assessment Guidelines • Basic Assessment Rules • (Kelly 2004) • Important in meeting the standards. Accurate collection is the only way that the model works.

  7. Following the Steps • Step 4: Interpreting Assessment Data and Making Appropriate Decisions • What is the focus of instruction for next class? • Give the students feedback • Use data to measure student progress, effectiveness of the teacher, appropriateness of methods, and overall merit. • (Kelly 2004) (De Jong 2002)

  8. How do we assess our program? • As an educator, it is necessary for us to know whether our program is effective.

  9. (NASPE 2013)

  10. References • Doolittle, S. (1996). Practical assessment for physical education teachers. Journal of Physical Education, Recreation & Dance, 67(8), 35-37. Retrieved from http://search.proquest.com/docview/215768972?accountid=32521 • Dejong, G., C, L. K., & Kuntzleman, C. (2002). The role of assessment in meeting the NASPE physical education content standards. Journal of Physical Education, Recreation & Dance, 73(7), 22-22+. Retrieved from http://search.proquest.com/docview/215760423?accountid=32521 • Kelly, L. E., & Melograno, V. (2004). Developing the physical education curriculum: an achievement-based approach. Champaign, IL: Human Kinetics. • Mohnsen, B. (2006). Assessment and grading in physical education. Strategies, 20(2), 24-28. Retrieved from http://search.proquest.com/docview/214559917?accountid=32521 • NASPE Tools for Observing PE. (n.d.). American Alliance for Health, Physical Education, Recreation and Dance - AAHPERD. Retrieved October 8, 2013, from http://www.aahperd.org/naspe/publication

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