1. Chapter 10 Grading

2. Reasons Not to Grade PE is not an academic subject. Grading is extremely time consuming. PE should take lead to change grading. PE teachers are unreliable in grading. Professional training for physical educators is lacking in assessment. Grades can discourage children. Grades mean different things to different teachers.

3. Reasons to Grade Grades communicate information. Grades indicate student performance. Physical Education should have same status as other subjects. Criterion-referenced tests make it easier to assign grades.

4. Reasons to Grade (con.) Grading supports desired image of rigor keeps in Physical Education. Alternative assessments provide more viable options in grading. Physical Education should strive to be in the educational mainstream by grading like other subject disciplines.

5. Issues in Grading objectives vs. student responsibilities grading emphasis of domains improvement vs. achievement negative vs. positive systems failing grades vs. social promotion teaching for testing vs. teaching for learning single vs. multiple sources process vs. product grade inflation

6. Methods of Grading normative-referenced standard deviation method percentage method percentile equivalent method criterion-referenced trials successfully completed performance standards contract grading

7. Reporting Student Performance report card student portfolio personal letter conferences graphic profiles

8. Grading Students with Disabilities Grading based on the Individualized Education Program (IEP). Contract grading can be linked to IEP.