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

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

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)
Objective assessment examples: multiple-choice tests, true/false tests, timed or counted events, heart rate readings, pedometer step counts.
Subjective examples: essay questions, grading a skill performance, project, assignment.

4. Terms (continued) Validity Reliability Objectivity
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)
Validity examples: step test; certain bike tests are valid ways to measure VO2max.
Reliability: students should score the same if taking a test twice.

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
Assessing sport skills: Many PE teachers do not assess skill development because they believe that doing so is unfair, they don’t have the time, or they have too many students; yet learning in the psychomotor domain is paramount to PE.
Teachers can assess skills fairly by looking at the form or technique (the process) rather than the product (e.g., make a basket, get the ball over the net). Accuracy takes a long time to learn, and strength may play a role in achieving a final product.

6. Rubric: An Assessment Tool
Rubric: A rating scale or scoring guide
Types:
Checklist: Determines if a task has been mastered
(continued)
Forehand skill elements
Yes No
Racket back early X
Firm wrist and arm
Swing in an arc low to high
Finish across and up

7. Checklist Rubric (continued)
Checklist using a point system
(continued)
Personal responsibility 2 1
I played fairly within the rules. X
I didn’t argue with others.
I offered encouragement.
I respected the effort of the other team.
Total: 7/8

8. Types of Rubrics (continued)
Rating scale rubrics: Allows for quality to be assessed
Numerical rating scale (levels with point value) (continued)
Forehand skill elements
Always 3
Usually
2.5
Rarely 2 No
Racket back early X
Firm wrist and arm
Swing in an arc high to low
Finish across and up
Total: 10.5/12 (87.5%)

9. Rating Scale Rubrics (continued)
Worded rating scale: describes expected quality for each level
Preparation phase of the forehand groundstroke (continued)
Mature (3)
Elementary (2)
Initial (1)
Racket is consistently drawn back early; racket head is high; player anticipates and moves into position.
Racket is occasionally drawn back early; racket head is positioned at mid-level; reaction and position to ball are sometimes delayed.
Racket is not drawn back early; racket head is kept low; reaction and position to ball are late.
Sometimes the worded rating scale is hard to use, especially when students in a class are performing at more than one level. Sometimes a score is halfway between two levels, indicating that the performance shares levels of expectations.

10. Types of Rating Scales (continued)
Holistic rubric: Rates the entire task as a whole
Tennis forehand groundstroke
Quality form (12)
Getting there (8.5)
Racket is always drawn back early; racket head is high; player anticipates and moves into position; weight shifts forward; C motion; arm and racket are one; motion continues up, across, and back; player assumes ready position after hit.
Racket occasionally drawn back early; racket head is at mid-level; reaction and position to ball are sometimes delayed; inconsistent forward weight shift and C motion; frequent arm or wrist bend; follow-through and ready position attempted.
When students score in several levels, the score must be adjusted accordingly.

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)
If a checklist rubric is used, only the first step is needed.
If a rating scale rubric is used, the additional two steps must be completed.

12. Creating Scoring Criteria (continued)
Expected or passing levels of performance
Three-level rubric
Four-level rubric (using a letter grade)
Elements
Expected
Least acceptable
Unacceptable
You need to determine what performance criteria represent acceptable levels and other levels of your designed rubric.
Highest quality
(A)
Expected
(B)
Least acceptable
(C)
Unacceptable
(D)

13. Creating Scoring Criteria (continued)
Point values must reflect corresponding letter grades
Poor example: (continued)
Element
20 points:
Excellent
(A)
15 points:
Above average
(B)
10 points:
Least acceptable
(C)
5 points:
Unacceptable
(D)
X 4
Assume that (1) four elements are assessed (80 points total), and that (2) the student scores “above average” for each level.
The score should reflect B work. However, the final score using this rubric is 60/80 points (75%, or mid-C work). The point values need to change.
Often, teachers at the secondary level assign point values or letter grades to work completed. Therefore, it is critical to make sure that point values align with letter grades when designing rubrics.

14. Point Value Considerations
Better example:
Element
20 points:
Excellent
(A)
17 points:
Above average
(B)
14 points:
Least acceptable
(C)
12 points:
Unacceptable
(D) 1. X 2. 3. 4.
With the point values changed, the student now earns B work:
Total: 68/80 points (85%)

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?
Grading on effort: Some students may not try as hard in the beginning and then shine at the end to show big improvement gains; others may already be at a high level and may not show as much improvement.
Grading on attitude: A boring, meaningless lesson or a noncaring teacher could create negative attitudes. Teacher bias could also come into play.
Grading on fitness: There is some evidence to suggest that not all people respond to or significantly improve with fitness training. For a small few, genetics may have some say in limited improvements to exercise. It is perhaps best if teachers use fitness tests as a way to help students assess their personal fitness levels and health status.

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
Instructions: Need to be clear (e.g., Circle T for True or F for False for each statement).
Space: Using the left-hand column for answers allows you to quickly grade tests, especially if there are lot of tests to grade.
Spacing: Set some line space between true/false questions (i.e., 1.2/1.3) so students can distinguish between statements. Also, make sure the test is organized, tabbed, and aligned appropriately.
Pattern: If students don’t know an answer, they often look for a pattern and answer accordingly.
Starting with easier questions helps alleviate any test anxiety.

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).
Include more false than true statements. When students don’t know the answer, they tend to select True.
Students also tend to mark long statements True when they don’t know the answer.

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)
Arrange foils in order from low to high or high to low to help students search for their answer in a logical fashion (e.g., a b c d. 8 − not: a b c d. 2).

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 Action Referee’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 Steps taken while holding the ball d. Free throw e. Jump ball f. Traveling

22. Recall Items Fill-in-the-blank statements Short-answer questions
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
Writing specific essay questions also makes them easier to grade. A rubric can be designed from a specific essay question.

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.