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Authentic Physical Education Assessment for High School Students: Linking NASPE Guidelines with Grading Practices Susan J. Loftus Albert Einstein High.

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Presentation on theme: "Authentic Physical Education Assessment for High School Students: Linking NASPE Guidelines with Grading Practices Susan J. Loftus Albert Einstein High."— Presentation transcript:


2 Authentic Physical Education Assessment for High School Students: Linking NASPE Guidelines with Grading Practices Susan J. Loftus Albert Einstein High School MCPS Physical Education Winter Conference January 27, 2004

3 NAPSE 1990 A Physically Educated Person: l HAS learned the skills necessary to perform a variety of physical activities l DOES participate regularly in physical activity l IS physically fit l KNOWS the implications of and the benefits from involvement in physical activity l VALUES physical activity and its contributions to a healthful lifestyle

4 Physical Education Content Standards NASPE 1995 A physically educated person... Ê Demonstrates competency in many movement forms and proficiency in a few movement forms. Ë Applies movement concepts and principles to the learning and development of motor skills.

5 Ì Exhibits a physically active lifestyle. Í Achieves and maintains a health- enhancing level of physical fitness.

6 Î Demonstrates responsible personal and social behavior in physical activity settings. Ï Demonstrates understanding and respect for differences among people in physical activity settings. Ð Understands that physical activity provides opportunities for enjoyment, challenge, self expression and social interaction.

7 Appropriate practices for high school physical education NASPE 1998 l Role of assessment appropriate practice: teacher decisions about instruction and evaluation of student progress are based on continuous systematic observations and assessment of student progress in relation to the final product, as opposed to one summative evaluation. Assessment is an integral part of planning, student feedback and goal setting. inappropriate practice: students are evaluated and assessed based on one or two assessments. Students are assessed using inconsistent, arbitrary measures that do not reflect the instructional objectives or learning opportunities.

8 l Achievement appropriate practice: assessment is based upon clearly defined student goals related to appropriate (psychomotor, cognitive, and affective) content. Criteria for determining student achievement are clearly identified. Student grades are based upon individual progress toward the achievement of predetermined goals. inappropriate practice: students are evaluated and graded on non-content related factors (participation, dress, effort). Students are graded on a single measure that is not valid or reliable.

9 NASPE 2002 Assessment Series K-12 Physical Education l Authentic Assessment of Physical Activity for High School Students Sarah Doolittle, Hofstra University Tom Fay, St. Lawrence University

10 Standards based assessments and grades “If physical education programs have stated goals other than participation, grades should be based on these goals.” Doolittle and Fay (2002), p. 21

11 Participation/Achievement l Attendance/dress… 40% l Daily effort/attitude/ participation ………. 30% l Knowledge (written test)…………...…………10% l Skill (skills test)……..20% __________ 100% Attendance/dress ……… 10% Completion of formative assessments………….. 60% Summative assessment………….… 30% _________ 100% Doolittle and Fay (2002)

12 Rubrics l First Day/First Week of Unit: describe rubrics (summative assessment) to students, post in gym and/or provide handout l Students know what is expected l Provide cues/details for learning l Students can self-assess and set goals

13 Formative Assessments l Daily/Weekly self/peer Learning Activities… linked to learning necessary skills for success on summative rubric l Credit for Completion vs. outcome/score… keeps focus on learning without penalizing students for being beginners. Encourages trying/effort without fear of jeapordizing grade.

14 AEHS Physical Education 2002-03 AEHS Physical Education Course Outline Grading. Evaluation in Physical Education will be done through psychomotor, cognitive, and affective learning objectives. 1. Daily Evaluation Points 70% (prepared for class, participation, follows directions, on time, sportsmanship) 2. Written Evaluation10-20% (reading assignment, quiz, project, test) 3. Skill Evaluation10-20% (performance rubric) 100%

15 AEHS Physical Education l 2003-04 AEHS Physical Education Course Outline l Grading is based on how the student demonstrates understanding and application of course skills and concepts (2003 MCPS Policy IKA: Grading and Reporting). Active participation is required to demonstrate this learning. A.Application of Fitness Concepts30% B.Application of Movement Concepts30% C.Application of Personal and Social Responsibility Concepts 30% D.Physical Education Reading/Writing 10% 100%

16 Generic Daily Rubric (Students earn 0-4 points/day in each category)

17 Application of Skills 4 Proficiency level consistently: effective 75% of time 3 Competency/Utilization level less consistently: effective 50% of time 2 Control level inconsistency: 15-49% effective 1 Precontrol level rarely effective: <15% Adapted from Graham, Holt-Hale, & Parker (1993). Children moving.

18 Application of Strategy 4 Appropriate decision making, nearly automatically 3 Correct decision, shows intent, but with hesitation 2 Some correct decision making, but lacks consistency 1 Little evidence of appropriate decision making Adapted from Rink’s Game Stages (1993), Teaching Physical Education for Learning.

19 Application of Rules and Conventions 4 Observes all rules and conventions, helps others apply rules, assists in providing unintertupted play 3 Observes most rules and conventions without assistance 2 Observes major rules and conventions of play with some assistance from others 1 Little evidence of understanding rules, needs help from others to play

20 Application of Personal and Social Responsibility 4 Supports/helps teammates, shows concern for other’s positive experience, helps prevent/resolve conflicts, shows self-direction consistent performance intensity 3 Shows self-direction, consistent performance intensity and fair-play 2 Maintains self-control, but inconsistent performance intensity and fair-play 1 Lacks self-control at times; needs reminders and encouragement from others to participate safely Hellison (1995). Teaching responsibility through physical education.

21 Application of Fitness Concepts 4Always applies overload, progression, specificity concepts to all CV, Flex., ME, MS activities 3Usually….. most 2Usually….. some 1Occasionally… a few

22 l Examples: Softball Activity Task Card (Townsend, et. Al, 2003) Badminton (Doolittle & Fay, 2002) Golf (Loftus) Badminton (Loftus) Tennis (Loftus) Basketball (Loftus)

23 l … designed to be consistent with NASPE National Standards for Physical Education l … expand upon the NASPE Standards

24 Maryland Physical Education Content Standards 1Exercise Physiology 2Biomechanics 3Social-Psychological Principles 4Motor LearningPrinciples 5Physical Activity 6Skillfulness

25 References l Doolittle, S. & Fay, T. (2002). Authentic assessment of physical activity for high school students. Reston, VA: National Association for Sport and Physical Education Publications. l Graham, G., Holt-Hale, S. & Parker, M. (1987). Children Moving: A reflective approach to teaching physical education. Mountain View, CA: Mayfield. l Hellison, D. (1995). Teaching responsibility through physical activity. Champaign, IL: Human Kinetics.

26 l National Association of Sport and Physical Education (1998). Appropriate practices for high school physical education. Reston, VA: AAHPERD publications. l National Association of Sport and Physical Education (1995). Moving into the future: National physical education standards: A guide to content and assessment. Reston, VA: AAHPERD publications. l Rink, J. (1993). Teaching physical education for learning. St. Louis: Mosby.

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