Transcript Reasons Not to Grade

Chapter 10
Grading
Reasons Not to Grade
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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.
Reasons to Grade
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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.
Reasons to Grade (con.)
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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.
Issues in Grading
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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
Methods of Grading
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normative-referenced
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standard deviation method
percentage method
percentile equivalent method
criterion-referenced
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trials successfully completed
performance standards
contract grading
Reporting Student
Performance
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report card
student portfolio
personal letter
conferences
graphic profiles
Grading Students with
Disabilities
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Grading based on the Individualized
Education Program (IEP).
Contract grading can be linked to IEP.