Evaluation in Physical Education

1. Evaluation in Physical Education

2. Who/What Needs Evaluation? • Students • Personnel andAdministrators • Equipment and Facilities • Program

3. Student Evaluation • Addressed in Evaluation in PE (PE 305) • What should students know and be able to do? • Sample assessments available online from a host of sources. Among them: • http://www.ccsu.edu/physedhltfit/faculty/cummiskey/assessment/assessment.html

4. Student Evaluation • What students should know and be able to do is laid out in the CT standards? • What are they? • Assessments should be aligned with the CT standards • DO NOT base assessment on participation and effort • Base assessment on LEARNING! • Assessments don’t need to be painful

5. Student Evaluation • Identify student strengths and weaknesses • Inform teaching and curricular change • Motivate and/or challenge students • Keep students on task • Determine entry skill level • Determine grades or level of performance • Identify achievement of state/national standards • Communicate with parents/guardians • Demonstrate learning as a result of instruction

6. Who/What Needs Evaluation? • Students • Personnel and Administrators • Equipment and Facilities • Program

7. Observing Personnel • Teachers • Observing personnel is different from evaluating personnel. Being observed by a colleague may be a bit discomforting but it genuinely improves the quality of instruction • Good PE programs typically have a system for observing one another

8. Observing Personnel • What kind of observations would you use in order to improve the quality of instruction?

9. Observing Personnel • Peer Observations (not evaluations) • As a department chair or program coordinator, require X number of peer evaluations per year. Completed ones will be stored • Teaching Observation-Generic • Sample • Create your own • Good start would be the CCSU Student Teaching Final Evaluation

10. Evaluating Personnel • Evaluations procedures are laid out in teacher contracts and are typically negotiated by the union. They are stored in your folder in the personnel office • Examples for teachers • Southington evaluation manual • Southington teacher eval documents • Teaching Observation-Elem PE • Create your own • Good start would be the CCSU Student Teaching Final Evaluation • Evaluating coaches

11. Steps in Teacher Evaluation If you are program coordinator or department chair, your responsibilities may include evaluating teachers. The steps are as follows • Determine what to evaluate • Choose or construct an instrument • Use the instrument to record the information • Evaluate or interpret the data • Make changes and reevaluate

12. Steps in Teacher Evaluation • Determine what to evaluate • Names, feedback, interactions with students, class atmosphere, student-student interactions, time spent in various aspects of the lesson, overall observations

13. Steps in Teacher Evaluation 2. Choose or construct an instrument • Types: event recording (something happens), student evaluation of teacher, peer evaluation, time analysis, spot checking • Event recording • Interaction analysis (student teaching) • Time or duration analysis • ALTPE – Academic Learning Time in PE (ST) • Can also be done as a group sample • Student evaluation • Conclusion of Dr. C’s courses

14. Steps in Teacher Evaluation 2. Choose or construct an instrument • Homemade (aka department created) observations • Example from PE 406 • CCSU student teaching evaluation • Samples of evaluation from textbook • 1, 2, 3 • Many others available on the internet for free • Great resource: • Anderson, W. G. (1980). Analysis of teaching physical education. St. Louis: Mosby Co.

15. Steps in Teacher Evaluation 3. Use the instrument to record the information 4. Evaluate or interpret the data • Schedule a consultation with the reviewer or leave in their mailbox 5. Make changes and reevaluate • Can require teachers to submit a written reflection and possibly an action plan for change

16. To conclude this section, an emphasis on the point that non-administrative evaluation of teachers by a department chair, program coordinator, or informally by a colleague, is essential to quality instruction. • We all need feedback. In fact, good teachers SEEK OUT feedback and incorporate the findings.

17. Who/What Needs Evaluation? • Students • Personnel andAdministrators • Equipment and Facilities • Program

18. Equipment and Facilities • American Society for Testing and Materials (ASTM) • National Operating Committee on Standards for Athletic Equipment (NOCSAE) • National Federation of State High School Association (NFHS)

19. Who/What Needs Evaluation? • Students • Personnel andAdministrators • Equipment and Facilities • Program

20. Program & Teacher Evaluation • Your Thoughts • What are some ways of evaluating a PE program and curriculum?

21. Program Evaluation • CDC • Physical Education Curriculum Analysis Tool • http://www.cdc.gov/HealthyYouth/physicalactivity/ • Based on NASPE standards, developed by CDC in partnership with experts • Components of a Quality Program • Developed by you • CDC Guidelines for Promoting Physical Activity Among Youth • Original Source: http://www.cdc.gov/mmwr/preview/mmwrhtml/00046823.htm

22. Indicators of Quality Instruction • NASPE materials • NASPE PE teacher evaluation tool • Parents – Rate Your PE Program • CT Teacher Inventory (non-discipline specific) • Appropriate Practices • Elementary • Middle • High School

23. Program and Teacher Evaluation- Indirect Measures • Attendance, dress, and participation • If more than a couple students are continually sitting out, the program is not meeting student needs. • “Kids” will tell you if your program stinks • After school program participation • Non-school physical activity • Difficult to measure • Remember, physical activity declines markedly from middle school until the end of high school • Enrollment in elective classes

24. Program and Teacher Evaluation- Student Fitness Levels • Many schools choose to focus on • Cognitive: Students create personal fitness plans • Fitness scores: Based upon improvement or raw score • Some teachers object to assessing fitness scores due to innate differences between students. However, there are innate differences between students in math, writing, and other subjects, yet those teachers assess as a way to motivate and gauge student learning and program effectiveness. • Caution about • Expecting all students to achieve a certain level • Setting unrealistic criteria for particular tests (e.g., a 6-minute mile) • My suggestion would be to use the Fitnessgram Cardiovascular Assessment (PACER test) as opposed to the mile-run. • Don’t go crazy on building fitness in class, teach them how to be fit!

25. Time Teacher Qualifications Professional development Professional involvement Student ratio Student health and safety Facilities and equipment Program mission Curriculum Instructional practices Student assessment Inclusion Communication Program evaluation Program and Teacher Evaluation- NASPE STARS http://www.aahperd.org/naspe/stars/index.html

26. Program and Teacher Evaluation- Student Feedback • Create a survey asking students about the effectiveness of the PE program.

27. Evaluation Summary • Utilize tools such as effective practices, PECAT, CT inventory, and NASPE PE teacher evaluation to determine program quality • Good evaluation • Informs programmatic change • Occurs on a regular basis • Is planned • Is based on multiple data sources • Data should inform decision (evidence based practice)

28. Health Education • You may be asked to coordinate your school’s wellness program • Required by federal law: Nutrition and WIC. Reauthorization. Act of 2004

29. Health EducationDiverse Topics

30. Health Education Topics • Continued