Implementing Formative Assessments

1. Implementing Formative Assessments Charla Tedder Krahnke NBCT National HS PE TOY 2013 Southern District TOY 2013 NCAAHPERD TOY 2013 US Games Presenters Network

2. Formative Assessment • Formative Assessments are intertwined with your teaching. (Continuous) • A way to obtain knowledge about student performance- • Should direct your teaching • Lets the student and teacher know how well they are grasping the material • Formative Assessment lets YOU identify the gaps between what is being taught and what is being learned.

3. Lesson Assessments • Determines whether students have reached the objective of the day. • Results are used to decide what needs to be taught in the next lesson.

4. Just Ask • The most common formative assessment we use because it is fast and easy. • “does this make sense?” • “did you all get that?” • “is this clear?”

5. The One Minute Paper • Sixty seconds to answer a question • Most important thing today? • Most important question unanswered? • Why is this important?

6. The Toughest Point • What was the “toughest” point about the lesson? • What are you having trouble with? • One Sentence Summary • How well can learners summarize the important points? • One long sentence

7. Summative Assessment • These formal assessments are intended to affect grading procedures • Summative Assessments usually happen at the end of a unit, chapter or class. • Measures the students level of learning at that specific moment in time. • Helps teachers identify how much students have learned as a result of instruction.

8. Affective Assessments Fair play Concern for others Positive disposition Acceptance of others regardless of differences (levels of fitness, disabilities, race, gender) Respect for others, cooperation, teamwork

9. Checklists Used for observations: teacher, peer, self Process for how a skill is performed Teach students how to use checklists by looking at 1-2 critical elements. Purpose is to improve a peers form. Should only be used after a student has a sufficient idea of what good form is.

10. Checklists cont. If checklists contain more than 5 critical elements or cues, allow several repetitions. Best used as formative assessments and giving feedback. Should not be used as a grade.

11. Skill Tests Gives teachers an opportunity to look at student skills in closed environment. Students can self-evaluate using criteria. Can be formative assessments. Reliability and validity have been established for many published tests.

12. Skill Tests cont. If teachers use them as warm up activities, then they are part of the instruction. If the teachers uses them as summative, it is suggested to administer the tests on tournament day. (Pulling a couple aside)

13. Rubrics Criteria and Standards to Evaluate Steps in Designing a Rubric Terminology Used in Observational Rubrics Develop a Rubric: Volleyball Court Movement

14. Game Play/Culminating Assessments Designed to look at learning after much instruction has occurred. Rubrics are developed prior to instruction and given to students during instruction. Performed analytically, provides a score for each component listed in criteria. Performed holistically, single score overall.

15. Game Play cont. Game play is an example of an authentic assessment. Game play can measure learning in all three domains (psychomotor, cognitive, affective)

16. Peer Observation Enables all students to participate in activities that are related to learning. Provide meaningful activities for students who are waiting to play due to lack of space. Reduces off-task behavior, disruptive behavior and increases the opportunity for learning. (Townsend,Mohr,Rairigh,Bulger 2003)

17. Examples of Summative Assessment • Here a few of my favorite summative evaluation techniques. • Test – we will save for another day • Skills Tests • Class Projects • Portfolios • Product-Based • Performance-Based • Journals & Learning Logs • Quiz and Test

18. Reflective Thinking • Portfolios should include a reflection component. • Being a reflective thinker is a learned process. Students must actively engage in the thought process to become proficient at it. • This encourages self evaluation, the highest cognitive process.

19. Performance Based Assessment • Demonstrate lab techniques • Demonstrate observation skills in the field • Oral explanations of processes • Defend a scientific investigation procedure, demonstrating techniques and equipment

20. How To Implement Assessment Choose a sport that you know well and are comfortable teaching and assessing Start with a single class and a variety of assessments. Carefully select a few manageable assessment strategies to implement at first Introduce additional assessment strategies and use more classes as your students become accustomed to the initially selected strategies in the sport education seasons that follow. Video-recording allows the teacher to go back and view the student in order to make a valid assessment.

21. Resources PE.Metrics Assessing National Standards 1-6 in Secondary School (2011)National Association for Sport and Physical Education, Reston, Va. Pipeline Teaching Instructional Models in Standards-Based Physical Education. (2011) NASPE VA: Author Assessment Strategies Secondary Physical Education (2011) 2nd edition, NASPE, Reston, Va Lund, JacalynLea,PhD, Kirk, May Fortman, PhD (2010) Performance-Based Assessment for Middle and High School PE, 2nd edition, Champaign, IL: Human Kinetics Siedentop, D. (1994). Sport education: quality P.E. through positive sport experiences. Champaign, IL: Human Kinetics

22. Charla Tedder (Parker) Krahnke Ocean Isle Beach, NC charlaphysed@gmail.com Charlaphysed.weebly.com Twitter - @ncpe4life 919-270-9633