{ Using SHAPE America Physical Education Standards & Outcomes to Create a B2 Assessment Tool 40th MN DAPE Conference; Sept , 2015

  Part A: must have an identified disabling condition   Part B:   1:use of norm-referenced instrument to determine eligibility for DAPE; score 1.5 standard deviations below the mean (7 th percentile) to qualify   OR MN Rule Review 40th MN DAPE Conference; Sept , 2015

  2: use of at least 2 of the following to determine eligibility; be sure to document if development, achievement, and independence in school, home, AND community will allow student to be successful in general physical education (GPE) MN Rule (cont.) 40th MN DAPE Conference; Sept , 2015

  Possible assessment instruments:   Motor and skills checklists   Informal tests   Criterion-referenced measures   Deficits in achievement related to defined curriculum   Review of medical history/reports   Interviews with parent(s) & staff   Systematic observations   Social, emotional, & behavioral assessments MN Rule (cont.) 40th MN DAPE Conference; Sept , 2015

The physically literate individual: 1.Demonstrates competency in a variety of motor skills and movement patterns. 2.Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance. 3.Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. 4.Exhibits responsible personal and social behavior that respects self and others. 5.Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. K-12 Physical Education Standards 40th MN DAPE Conference; Sept , 2015

Grade level outcomes are provided for EACH grade level K-8 for EACH standard. High school outcomes are divided into 2 levels; level 1 addressing minimal knowledge/skills to acquire for life and level 2 expands knowledge/skills from level 1. 40th MN DAPE Conference; Sept , 2015

Standard 1KindergartenGrade 1Grade 2Grade 3Grade 4Grade 5 S1.E13 Manipulative Underhand throw Throws underhand with opposite foot forward. (S1.E13.K) Throws underhand, demonstrating 2 of the 5 critical elements of a mature pattern. (S1.E13.1) Throws underhand using a mature pattern. (S1.E13.2) Throws underhand to a partner or target with reasonable accuracy. (S1.E13.3) Applies skill. Throws underhand using a mature pattern in nondynamic environments (closed skills), with different sizes and types of objects. (S1.E13.5a) Throws underhand to a large target with accuracy. (S1.E13.5b) 40th MN DAPE Conference; Sept , 2015

Outcome Example (see next slide) Underhand Throw Critical Elements {Society or Health and Physical Educators. (2014). National standards & grade-level outcomes for k-12 physical education. Champaign, IL: Human Kinetics, p. 21, 28} face target in preparation for throwing action arm back in preparation for action step with opposite foot as throwing arm moves forward release ball between knee and waist level follow through to target 40th MN DAPE Conference; Sept , 2015

Student NamesCritical Element #1Critical Element #2Critical Element #3Critical Element #4Critical Element #5Total demonstrated 1. Checklist Example Grade 1 (S1.E13.1) 40th MN DAPE Conference; Sept , 2015

Rubric Example (standard 1) Outcome: Demonstrates the mature form of the forehand and backhand strokes with a short- handled implement in net games such as paddleball, pickleball, or short-handled racket tennis. (S1.M14.6) 40th MN DAPE Conference; Sept , 2015

Student Name ___________________ Rubric for Forehand/Backhand Stroke (Middle School) 40th MN DAPE Conference; Sept , 2015 Evaluation Areas:Target (3)Acceptable (2)Unacceptable (1) Forehand stroke1. Non-racket side faces the target. 2. Swing moves low to high (start low & follow through high). 3. Make contact with the ball when it is in line with the front foot. 4. Keep the racquet strings pointed where you want the ball to go. 1. Non-racket side faces the target. 2. Swing moves low to high (start low & follow through high). AND 3. Make contact with the ball when it is in line with the front foot OR 4. Keep the racquet strings pointed where you want the ball to go. Any two of the criteria listed in the Target category. Or less Backhand stroke1. The non-preferred hand is placed just above the preferred hand in the “shake hands” position. 2. Turn sideways to target with racket side facing target. 3. Contact the ball even with the front foot. 4. Move the racquet low to high with the strings pointed toward the target area. 1. Turn sideways to target with racket side facing target. 2. Move the racquet low to high with the strings pointed toward the target area. AND 3. The non-preferred hand is placed just above the preferred hand in the “shake hands” position. OR 4. Contact the ball even with the front foot. 1. Any two of the criteria listed in the Target category. Or less Total number of points: Grand total of points:

You MUST determine a scoring guide (the minimum score to pass this task) and collect data on numerous students in a grade level. You MUST provide ample practice time for students to become competent movers! Quite often GPE/DAPE teachers spend too few practice sessions before assessing student learning and then they wonder why the student hasn’t learned the skill. For additional assistance in creating tools, check out: Martin, C., Horton, M. L., and Tarr, S. J. (2015). Building assessment tools aligned with grade-level outcomes. Journal of Physical Education, Recreation, and Dance, 86: 7, 28-34, DOI: / ( 40th MN DAPE Conference; Sept , 2015

 National Standards & Outcomes for K-12 PE  SHAPE America 2014  Out Spring 2016 PE Metrics for New Standards 40th MN DAPE Conference; Sept , 2015