1. Celia Regimbal chapter Principles of Assessment 12

2. Grading vs. Assessment Grades –Based on previous performance –Summative Assessment –A continuous collection and interpretation of information about student performance –A high-stakes event –Outcomes often equated to a teacher’s effectiveness

3. Developmentally Appropriate Authentic Assessment Assessment of individual students as they participate Provides information on progress since the previous assessment Compare results to growth and maturation benchmarks

4. Assessment Provides Opportunities to address the components of health-related fitness Opportunities to focus on individual outcomes and guide students in personal goal setting Feedback on teacher and overall program effectiveness (continued)

5. Assessment Provides (continued) Important feedback about student instructional needs to guide future planning Information for parents about the fitness status of their children and what can be done to improve or maintain that fitness Subject matter credibility

6. Developmentally Appropriate Authentic Assessment More than a single assessment score Results for one student do not depend on the performance of other students in class

7. Assessment in the Three Domains: Stretching Example Cognitive: understanding. Assess student’s understanding of why it is important to stretch. Psychomotor: student’s ability or score. Assess how far students can stretch. Affective: student’s attitudes and values. How often a student stretches when performing strenuous activity out of class reflects student attitudes and values toward stretching.

8. Assessment Tools Rubrics Teacher observations Journal and log entries Student projects Health-related fitness assessments Discussions Self-assessment Peer assessment Portfolios

9. Grading and Reporting Student Progress List health-related fitness outcomes as well as specific motor skill performance in a physical education report card Send home individual Fitnessgram or Activitygram printouts when formative assessments are completed

10. Use Assessments To help students understand where they can improve To help teachers recognize whether students are meeting program objectives and content standards To promote the health-related physical fitness education program To justify the ongoing need for health-related physical fitness education in the curriculum

11. Motivating Through Assessment Give students the responsibility for tracking their own progress Help students set goals for personal improvement Focus on small improvements and progress toward achievement of goals

12. Remember Separate health-related fitness assessment from the grading system Help students develop strategies to achieve personal goals Provide specific feedback that informs students about progress toward personal goals

13. Can You Differentiate Between Assessment A continuous collection and interpretation of information of student performance Grading A unit or measure of a summative assessment conducted at the end of an instructional period Typically combines numerous measures (continued)

14. Can You Differentiate Between (continued) Formal assessment A more precise measure that results in recorded data that are often necessary to document final grades Informal assessment Typically received during teacher or peer observation during practice (continued)

15. Can You Differentiate Between (continued) Traditional assessment Often takes the form of rules tests, skill tests, and informal teacher observation Often time consuming and lacks a clear relationship to learning outcomes Authentic assessment Takes place in a setting that represents or replicates the real world Includes consideration of the context of the activity and is likely to assess a student’s ability to perform or demonstrate knowledge in a game or real-life setting (continued)

16. Can You Differentiate Between (continued) Formative assessment Conducted during a period of instruction Typically provides information about student mastery and helps guide content development Summative assessment Conducted at the end of an instructional period Typically combines numerous measures to provide a final unit or course grade

17. Summary To be authentic, assessment in physical education must allow students to demonstrate, in real-life settings, that they are moving toward the goal of becoming physically active adults. To assist students in achieving that goal, the teacher should provide specific feedback using alternative methods of assessment that inform students about progress toward personal goals and strategies to achieve them.