Student Assessment and Rubric Construction

1. Chapter 9 C H A P T E R 9 Student Assessment

2. Terms • Measurement • Administering a test and collecting scores • Evaluation • Analyzing and interpreting those scores • Assessment • The testing process that includes both measurement and evaluation (continued)

3. Terms (continued) • Objective and subjective assessment • Objective: Well-defined scoring system; eliminates any teacher bias • Subjective: No standardized scoring system; teacher judgment determines score • Formative and summative assessment • Formative: Occurs during a lesson or throughout a unit • Summative: Occurs at the end of a unit or term (continued)

4. Terms (continued) • Validity • The test measures what it’s supposed to measure • Reliability • The test demonstrates consistency • Objectivity • The test reflects impartiality (teachers using the same assessment tool on a student end up with the same score)

5. Student Assessment • Many ways to assess student learning • Traditional: Written tests, fitness tests, skill tests • Authentic (i.e., in realistic situations): Game play, designing a fitness program, creating a skill video or brochure, performing a dance or aerobic routine • Assess sport or activity skills • Process: Assess the form or technique of a skill rather than the end product

6. Rubric: An Assessment Tool • Rubric: A rating scale or scoring guide • Types: • Checklist: Determines if a task has been mastered (continued)

7. Checklist Rubric (continued) • Checklist using a point system (continued)

8. Types of Rubrics (continued) • Rating scale rubrics: Allows for quality to be assessed • Numerical rating scale (levels with point value) (continued)

9. Rating Scale Rubrics (continued) • Worded rating scale: describes expected quality for each level Preparation phase of the forehand groundstroke (continued)

10. Types of Rating Scales (continued) • Holistic rubric: Rates the entire task as a whole Tennis forehand groundstroke

11. Rubric Construction • Determine assessment elements • Set limit of three to six elements to assess • Determine a rating scale • Set minimum of three levels • Create scoring criteria • Determine expectations for each level • Determine the cutoff level (acceptable/expected) (continued)

12. Creating Scoring Criteria (continued) • Expected or passing levels of performance • Three-level rubric • Four-level rubric (using a letter grade)

13. Creating Scoring Criteria (continued) • Point values must reflect corresponding letter grades Poor example: (continued)

14. Point Value Considerations Better example:

15. Grading Considerations • Elementary • Most often based on level of achievement • Secondary • Based on a letter grade • Grade should be justifiable and reflect a level of student learning or achievement • Grading solely on attendance, attire, or participation does not reflect student learning (continued)

16. Grading Considerations (continued) • Grade on overall points or on a percentage? • Percentage grading: Allows emphasis to be placed on important elements (i.e., knowledge, skills, responsibility, fitness) • Grade on effort or attitude? • Use with caution • Grade on fitness? • Is daily time dedicated to enhancing fitness levels? Do all people respond to training? Do all lessons contribute to moderate to vigorous intensity levels?

17. Written Test Construction • General considerations • Include instructions for each test item • Create an answer space • Use appropriate spacing and organization • Check for patterns in answers • Start with easier questions

18. True or False Items (Alternate Choice) • Make sure each statement is totally true or false. • Include more false than true statements. • Keep statements fairly similar in length. • Avoid using absolute wording (e.g., never, always). • Avoid trivial or irrelevant statements (e.g., court dimensions).

19. Multiple-Choice Items • Two parts • Stem: Main question or statement • Foils: Possible choices • Include a minimum of four foils • All foils should be possible answers • Arrange numerical foils in order • List foils down each column (continued)

20. Multiple-Choice Items (continued) • Incorrect example: • After moving to hit a badminton shot, it is important to return to the ________. a. end line b. right side of the court c. front of the court d. home-base area • Correct example: • After moving to hit a badminton shot, it is important to return to the ________. a. end line c. front of the court b. right side of the court d. home-base area

21. Matching Items • Use abbreviated phrases (stems) • Include more foils than stems • Include headings for stems and foils Player ActionReferee’s Call 1. Initially putting ball into play a. Charge 2. Personal contact against a stationary defender b. Double dribble 3. Unopposed shot allowed after a shooting foul c. Field goal 4. Steps taken while holding the ball d. Free throw e. Jump ball f. Traveling

22. Recall Items • Fill-in-the-blank statements • Keep statements clear • Place the answer line in the middle or at the end of the phrase • Short-answer questions • Answers can include words, short phrases, or a few sentences (continued)

23. Recall Items (continued) • Essay questions • Fast to write; take a long time to grade • Write specific essay questions so students know what to include in their answers • Develop a scoring rubric to score essay questions fairly

24. Summary • Assessment and grading are important areas of education. • Assessments determine whether program objectives have been met. • Assessments inform students, parents, and administrators of learning outcomes and achievement.