Assessing Student Learning

1. Assessing Student Learning

2. What is assessment? • What was learned and how well was it learned • Specific performance must be assessed • Variety of forms

3. Alternative assessment • Differs from traditional assessment which is often based on rules, dress, and attendance • Alternative assessment focuses on . . . - ongoing individual assessment - cognitive, affective, psychomotor domains - using a variety of methods

4. Ask yourself . . . Why are physical educators trying to move away from traditional assessment toward alternative types of assessment? Discuss this briefly with someone near you.

5. Characteristics of alternative assessment • Assessment and instruction should flow smoothly • Assessment is not necessarily grading but more like feedback • Assessment is an “ongoing process” • Offer scoring rubrics before assessment is administered

6. Rubrics • Describe varying levels of quality or achievement for a specific task • Purpose is to give students informative feedback about their work and to give detailed assessment of the final product • Offers specific criteria to explain assessment

7. Three main parts to rubrics • Criteria (essential components to be assessed) • Steps of quality (rating scale) • Descriptors that illustrate how each of the steps is related to the criteria

8. Keys to developing rubrics • Follow other, quality rubric styles • Start with areas you are most comfortable • Criteria should have subtle changes from level to level • Have another knowledgeable person look it over • Pilot test the rubric then adjust accordingly

9. Apply your knowledge With a partner, develop a rubric for a manipulative activity of your choice. Provide steps of quality, criteria and descriptions of how each step relates to the criteria. Hint: p. 208, 209 have a few good examples. Please do not use dribbling skills

10. Forms of alternative assessment • Teacher observation • Exit/Entrance slips • Student journals Student drawings • Homework Portfolios • Peer observation Student displays • Self-assessment • Event tasks • Videotaping

11. Teacher observation • Utilize check lists • Why? Organization, concrete evidence of proficiency or areas that need work • Observe one element at a time, keep it simple Example: Figure 14.1, pg. 199

12. Exit or entrance slips • Assesses cognitive and affective goals • Short and simple, 2-3 questions • Beginning or end of lesson Example: Figure 14.2, pg. 200

13. Apply your knowledge Based on your lesson for the home school students for Thursday, write up an exit slip that would assess what they might learn during the lesson today.

14. Student journals • Students record participation, results, responses, feelings, perceptions, or reflections about outcomes of lessons. • Excellent for assessing affective domain. • Use as formative assessment to keep students reflections honest and open. Example: Figure 14.4, pg. 201

15. Homework • Offers a way to get parents/guardian involved. • Used to enhance cognitive understanding.

16. Peer observation • Students assess each other • Can be tied easily to any lesson • Important pieces for success: - Define cues - Students should assess one cue at a time Example: Figure 14.8, pg. 204

17. Think ahead . . . With a partner, brainstorm complications that might arise when implementing student journal and peer assessment strategies. Develop solutions to these complications.

18. Self-assessment • Can be used to assess all 3 domains • Good use of ongoing assessment • Allow ample opportunity to practice before assessment is given • Self-rating can also be utilized Example: Figure 14.9, 14.10, pg. 205-6

19. Event tasks • Performance tasks that take a period to design • EX: self-designed games or dances

20. Videotaping • Dependant on access to technology • Could be homework • Need to offer guidance with task cards and rubrics • Could be group or individual assessment

21. Student drawings • Provokes enthusiasm from younger children • Can be sequences, specific movements, or what favorite activities looked like • Student displays, another assessment form, is often to linked to this

22. Apply your knowledge Pretend you have planned a lesson based on dribbling skills. With a partner, discuss how you would incorporate self-assessment, event tasks, videotaping, and student drawings for dribbling skills.

23. Portfolios • A “trophy case” of student accomplishments • Longitudinal assessment • Help students learn about learning • Suggestions for success: - Clear purpose, keep simple - include more than written work - Children should explain why they chose a piece of work - Children should demonstrate ownership

24. Remember . . . • You cannot assess if you didn’t teach the activity or skill • You cannot assess without a goal

25. What to do with assessments • Three systems are offered to summarize results of assessments to help the teacher, parents and administrators understand what it all means: - Hartinger System - Lambdin System - Metz System

26. Hartinger System • Figure 14.17, pg. 212 • Based on a check system of what level each student is at for specific quarters, semesters or years • Can use numbers from rubrics for each category

27. Lambdin system • Figure 14.18, pg. 213 • Evaluated by individual • Instructor writes in what he/she thinks as well

28. Metz system • Figure 14.18, 14.19, pg. 215 • Quarterly and semester assessment • Similar to Lambdin system is that it is student guided assessment