1. Assessment

2. Grading requires assessment. Introductory points: Assessment Grading (too) often based solely on assessment of attendance, dress and minimal involvement in class activities.

3. Introductory points: Assessment Assessment defined as: “Variety of tasks and settings where students are given opportunities to demonstrate their knowledge, skill understanding and application of content in a context that allows continued learning and growth” (Siedentop & Tannehill, 2000)

4.  Assessment is more difficult in physical education, given the lack of permanent products. Introductory points: (cont’d.) Assessment  Should focus on outcomes to be achieved in performing techniques and tactics in class.  Physical education teachers have to balance instructional and assessment functions.

5. Sport Education offers more opportunities for authentic assessment, because of: Assessment  More time being available (longer seasons w. more games).  Teacher being less of a traffic cop (w. increased student responsibilities).  Teacher being less of a traffic cop (w. increased student responsibilities).  Students’ perform in other roles (w. increased student ownership in experiences).  Students’ perform in other roles (w. increased student ownership in experiences).  Teachers know when they see good game play: “You will know it when you see it” Authentic assessment

6. Assessment Planning a Workable Assessment System Requires three main steps: 1. Identify the outcomes to be exhibited in context. 1. Identify the outcomes to be exhibited in context. 2. Develop/use valid assessment tools. 3. Use collected data to document student achievement of outcomes 3. Use collected data to document student achievement of outcomes

7. Assessment Planning a Workable Assessment System 1. Identify the outcomes to be exhibited in context. 1. Identify the outcomes to be exhibited in context. “What do you want to see from your students by the end of a season?” “What do you want to see from your students by the end of a season?” Key question to ask:

8. Assessment Planning a Workable Assessment System 1. Identify the outcomes to be exhibited in context (cont’d.). 1. Identify the outcomes to be exhibited in context (cont’d.).  Goals related to knowledge about the key features of the game/activity (e.g. rules, and history and traditions).  Goals related to competence in the performance of officiating and scorekeeping roles that will be necessary depending on the activity chosen.  Goals related to beginning performance in other team roles (e.g., coach, manager, etc.).  Goals related to knowledge about the key features of the game/activity (e.g. rules, and history and traditions).  Goals related to competence in the performance of officiating and scorekeeping roles that will be necessary depending on the activity chosen.  Goals related to beginning performance in other team roles (e.g., coach, manager, etc.). Examples of possible outcomes for students new to the model:

9. Assessment Planning a Workable Assessment System  Goals related to the use of rudimentary techniques and tactics needed for the game/activity to be done well and enjoyed by all participants.  Goals related to student understanding of and demonstration of behavior that is consistent with the fair play behavior system (see Chapter Seven).  Goals related to the use of rudimentary techniques and tactics needed for the game/activity to be done well and enjoyed by all participants.  Goals related to student understanding of and demonstration of behavior that is consistent with the fair play behavior system (see Chapter Seven). Examples of possible outcomes for students new to the model: 1. Identify the outcomes to be exhibited in context (cont’d.). 1. Identify the outcomes to be exhibited in context (cont’d.).

10. Assessment  More sophisticated game play performance, more complex tactics and techniques.  Evidence of leadership through more assertive and supportive performance in regular Sport Education roles and responsible participation on committees such as the sports board, a judiciary or rules committee.  More sophisticated game play performance, more complex tactics and techniques.  Evidence of leadership through more assertive and supportive performance in regular Sport Education roles and responsible participation on committees such as the sports board, a judiciary or rules committee. Planning a Workable Assessment System Examples outcomes for students more experienced with the model: 1. Identify the outcomes to be exhibited in context (cont’d.). 1. Identify the outcomes to be exhibited in context (cont’d.).

11. Assessment  A developed student capacity to examine issues related to fair play and equity opportunities and to show their valuing of these concepts in how they treat teammates and opponents.  A developed student capacity to examine issues related to fair play and equity opportunities and to show their valuing of these concepts in how they treat teammates and opponents. Planning a Workable Assessment System Examples outcomes for students more experienced with the model: 1. Identify the outcomes to be exhibited in context (cont’d.). 1. Identify the outcomes to be exhibited in context (cont’d.).

12. Assessment Assessment categories:  Mastery of Techniques 1. Identify the outcomes to be exhibited in context (cont’d.). Together w. mastery of tactics, contributes to “skilled play”. Together w. mastery of tactics, contributes to “skilled play”. Builds confidence in ability to play. Emphasis should be on technical execution (the “process”), not the outcome (the “product”) Emphasis should be on technical execution (the “process”), not the outcome (the “product”)

13. Assessment Assessment categories:  Mastery of Tactics 1. Identify the outcomes to be exhibited in context (cont’d.). Developing one’s ability to anticipate the flow and action of the game/match (offensively & defensively). General tactics: Field/court movement & maintaining balanced coverage thereof. Specific tactics: related to offensive and defensive strategies. Specific tactics: related to offensive and defensive strategies.

14. Assessment Assessment categories:  Knowledge-related items 1. Identify the outcomes to be exhibited in context (cont’d.). Includes one’s ability to correctly identify rules, history, & traditions of the game/sport. Understanding of the basic tactics across similar games (i.e., invasion-, court/net-, target-, striking/fielding games). Fitness/conditioning dimensions of particular Sports/activities. Fitness/conditioning dimensions of particular Sports/activities.

15. Assessment Assessment categories:  Knowledge/Skills for non-playing roles  Knowledge/Skills for non-playing roles 1. Identify the outcomes to be exhibited in context (cont’d.). Knowing “how to” score, where to move & position as referee, how to lead team practice or fitness routine are all skills the need to be learned. Performing these roles effectively is central to a successful season. Performing these roles effectively is central to a successful season.

16. Assessment Assessment categories:  Developing & valuing Fair Play Behavior  Developing & valuing Fair Play Behavior 1. Identify the outcomes to be exhibited in context (cont’d.). Fair Play goals:  Participate fully and responsibly.  Give your best.  Respect the rights & feelings of teammates & opponents.  Be a good sport.  Be helpful and not harmful.  Participate fully and responsibly.  Give your best.  Respect the rights & feelings of teammates & opponents.  Be a good sport.  Be helpful and not harmful.

17. Assessment Assessment categories:  Developing & valuing Fair Play Behavior  Developing & valuing Fair Play Behavior 1. Identify the outcomes to be exhibited in context (cont’d.). Personal and social development is targeted through fostering Fair Play. Build in accountability for exhibiting the full spectrum of Fair Play behaviors!! Build in accountability for exhibiting the full spectrum of Fair Play behaviors!! Fair Play goals are central to Sport Education, and, thus, should be a key part of assessment.

18. Assessment Planning a Workable Assessment System Assessment is integrated across the entire season. Assessment tools can come in the form of checklists, rating scales, peer assessments, self- assessments, journals and/or event tasks 2. Develop Assessment Tools

19. Assessment Planning a Workable Assessment System 3. Document Student Outcomes Use of “Team Portfolios” are one way in which student achievement can be compiled over time. In high school, grades can be based on students’ appropriate completion of tasks (incl. the various non- playing roles; written tests w. passing criterion).

20. Assessment League Scoring System How will you determine which team will earn a season’s championship?? ** How will you determine which team will earn a season’s championship?? ** Multiple determinants: Key question to ask: ** Critical difference between Community/School/Collegiate Sport and Sport Education Win-loss record Fair Play performance Duty Team performance

21. Assessment League Scoring System Win-loss record Match play ex. (i.e. head-to-head competition): Win= 3 pts. or 2 pts. Ties= 2 pts. or 1 pt. Loss= 1 pt. or 0 pts. Match play ex. (i.e. head-to-head competition): Win= 3 pts. or 2 pts. Ties= 2 pts. or 1 pt. Loss= 1 pt. or 0 pts. Dual sports ex. (e.g., tennis or badminton): Each match won = 1pt. Dual sports ex. (e.g., tennis or badminton): Each match won = 1pt.

22. Assessment League Scoring System Fair Play performance Should be featured prominently in the league scoring system if you seek to develop such behaviors. Fair play points can be either awarded or deducted. Reaching a certain level of Fair Play can be set as a criterion for being allowed to participate in “play-off” competitions. Reaching a certain level of Fair Play can be set as a criterion for being allowed to participate in “play-off” competitions.

23. Assessment League Scoring System Duty Team/Organization performance Should also be a key feature in the league scoring system. Use of “power ratings”. Teams are awarded points daily for quick and efficient completion of managerial tasks.

24. Assessment Team Win points (5/win) Tie points (3/tie) Fair play (3/match) Organization (2/match) Duty team (5/match) TOTAL Eagles256302025 106 Tigers250302022 97 Devils156282025 94 Scorpions203261725 91 Rangers300201623 89 Lions153281824 88 League Scoring System Sample scoring template Key Point: Scoring system should be explained on the outset of the season, public, and UP-TO-DATE at all times!! Key Point: Scoring system should be explained on the outset of the season, public, and UP-TO-DATE at all times!!

25. Assessment League Scoring System Closing points Assessment is central to good instruction. Aim integrate assessment with daily instruction. Try to avoid “assessment days” Weave “informal assessments” throughout the lessons as well (incl. during lesson closures).