Class #9 January 17, 2008

1. Class #9 January 17, 2008 Assessment in Physical Education Cognitive domain Affective domain Attitude Portfolios Effort Skills 4.0 85% B-

2. Today’s Agenda • Assessment in PE - What does it mean to you? 10-15 min • Presentation and discussion 60-75 min • Individual workon your personal assessment plan 45-60 min • Break out into respective sections 60-90 minutes

3. Question: Why do physical educators need to look at non-traditional assessment strategies for students? Fact: Students are not fit. Only a small percentage of students take physical education beyond grade 10 in Alberta. Most physical education programs are not doing everything they can to promote an active lifestyle as attainable and rewarding for every student who enters a school physical education classroom. Fact: The evaluation processes for physical education discourage many students from including this subject in timetables: it is easier to achieve 90% in high school math than a 70% in physical education (CAHPERD)

4. Facts Continued Fact: Many teachers have a distorted view of how to evaluate students. Often only the elite athletes manage to achieve good marks despite the participation and effort put forward in less skilled students. (CAHPERD) Fact: Physical education teachers should be turning students on to a physically active lifestyle and evaluating students on achievable objectives rather than discouraging students with the perception that they have “no athletic skills”. (CAHPERD)

5. Where do we begin?

6. What would you consider to be the most important aspect(s) regarding assessment in physical education? Establishing baseline data! Skill Student self-assessments Personal Fitness Knowledge Affective domain---Cognitive domain---Psychomotor domain Attitude Portfolios Effort Attendance…Journaling Electronic portfolios Changing clothes

7. Assessment vs Evaluation

8. Evaluation - To judge the worth of something. Usually a final judgment or a concluding value.

9. There are two main types of assessment: Summative assessment - Summative assessment is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade. Formative assessment - Formative assessment is generally carried out throughout a course or project. Formative assessment, also referred to as educative assessment, is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a student's work, and would not necessarily be used for grading purposes. *Summative and formative assessment are referred to in a learning context as "assessment of learning" and "assessment for learning" respectively

10. Recommendations The Psychomotor domain: skill development, skill acquisition, competency in a wide range of basic movement patterns/activities 25-40% of your program (Secondary) up to 20% (Elementary) The Affective domain: Positive attitudes, Cooperation, Fairness, 20-40% for most PE programs The Cognitive domain: tests, quizzes, assignments, portfolios (electronic or print), personal health passports, journals, etc. 20-30% (Secondary) (?) % for elementary and middle years Pick a grade level from between grades 7-12 and allocate percentages which you feel best represents YOUR philosophy towards assessment in physical education.

11. Key Points to Consider • Evaluation should be based on all of your programs outcomes (General and Specific) • Students should be made aware of the evaluation methods to be used and may be involved in the development of the criteria. • Students should not be evaluated relative to how well the best student in the class performs. Rather, evaluation should be based on the degree to which all students achieve their maximum potential relative to each objective/outcome. • Evaluation should foster a positive student attitude towards physical education! • Do you know the difference between assessment and evaluation?

12. Guiding Principles Based on the K-12 Guide to Implementation - pp.47&48 Principle 1: Continuous - Assessment practices should be carried out in such a way that they promote, encourage, and support ongoing student learning and development. Principle 2: Collaborative - Students, parents, and teachers all benefit when they are involved in the assessment process.

13. Principles Continued Principle 3: Comprehensive - Assessment practices should address the curricular outcomes and include a variety of strategies that meet the diverse learning needs of all students. Principle 4: Criteria - Assessment practices should identify the critical aspects of performance that describe, in specific terms, what is involved in demonstrating student learning.

14. Observation as an Assessment Tool • Decide who (which students) and what (the outcomes or criteria) that will be observed in advance of the lesson. • Ensure that all students are aware of the criteria. • Find a manageable way to make your observations (clipboard, video camera, checklists, rubrics, etc.) • Collect observations on a number of occasions and look for patterns of performance. 1-time observations are not valid! • Share the observations with students both individually and together in a large group format. • Use observations to enhance or modify future instruction

15. Additional Information Please refer to pages 47-51 in your Guide to Implementation if you would like further information on assessment, evaluation and communication of student learning. Pages 231-273 have numerous examples of rubrics, and other assessment ideas. Feel free to copy and use these or modify them to suit your personal needs. A PDF version of the document Effective Student Assessment and Evaluation in the Classroom, can be found at http://www.teachingquality.ab.ca/resources/

16. Homework • Web board entry #2 • Formal lesson plan due in 1 week • Individual teaching task responsibility for tomorrow (TGFU approach in linking activities) • Readings on assessment.