Transcript PowerPoint Presentation - Animated Bouncing Ball

Assessment Techniques for
Elementary PE
Matthew Cummiskey
Temple University
…against Assessment
It takes up too much valuable
time
Not important if done or not
Few people understand what we
do in physical education
Need more information on
assessment techniques and
strategies
…for Assessment?
Identify student strengths and weaknesses
Inform teaching and curricular change
Motivate and/or challenge students
Determine entry skill level
Determine grades or level of performance
Identify achievement of state/national
standards
Communicate with parents/guardians
Demonstrate outcomes resulting from
instruction
General Guidelines
Assessment should be geared towards
standards & exit competencies (alignment)
Plan – Teach – Assess – Plan – Teach –
Assess – Plan – Teach – Assess ….
Formative over summative assessment
Less reliance on attendance and behavior
grading (not just busy, happy, good)
Assessment: integral component to a
dynamic & relevant curriculum
Type of assessment used is secondary to
doing it
How are you
currently
assessing?
- Work in Small Groups
Psychomotor Standards
NASPE Standard 1: Demonstrates competency in motor skills
and movement patterns needed to perform a variety of
physical activities
PA 10.5.3A. Recognize and use basic movement skills and
concepts
• locomotor movements (e.g., run, leap, hop)
• non-locomotor movements (e.g., bend, stretch, twist)
• manipulative movements (e.g., throw, catch, kick)
• relationships (e.g., over, under, beside)
• movement sequence
• space awareness (e.g., self-space, levels, pathways,
directions)
• effort (e.g., speed, force)
Psychomotor Assessment Techniques
• Checklist – whole class
• Scoring rubric (rotating station, pull-out
group)
– Basketball 4th (skill testing)
– Jumping 1st
– Underhand VB Serve
• Video analysis
• Self-Assessment
• Compare picture of performance versus
skilled performance (use rubric checklist)
Peer Evaluation:
• Students assessment of one another
• Students give feedback on the cues only
• Teacher should train students to give and receive
meaningful feedback
• Establish guidelines:
– Give corrective and positive feedback together
– Give only positive feedback
• Practice feedback over time
• Don’t attach grades to peer feedback, completion scores
only
• Advantages: socialization, teaching of others, offsets
larger class sizes, peer and self improvement, and greater
interaction with the learning objectives
• Techniques: task cards, criteria sheets
Psychomotor Standards Cont.
NASPE Standard 3: Participates regularly in
physical activity
PA 10.4.3A. Identify and engage in physical
activities that promote physical fitness and
health
– K-2: Draw pictures or ask students how they engage
in physical activity at home
– 3-5: Create a home activity log in conjunction with
the regular classroom teacher
Psychomotor Standards Cont.
NASPE Standard 4: Achieves and maintains a
health-enhancing level of physical fitness.
Methods of Fitness Assessment
 Traditional Recording Sheet
 Percentile Achievement Scores
Cognitive Standards
NASPE Standard 2: Demonstrates understanding of
movement concepts, principles, strategies, and tactics
as they apply to the learning and performance of
physical activities
PA 10.4.3B. Know the positive and negative effects of regular
participation in moderate to vigorous physical activities
PA 10.4.3C. Know and recognize changes in body responses during
moderate to vigorous physical activity
– heart and breathing rate
PA 10.5.3B. Recognize and describe the concepts of motor skill
development using appropriate vocabulary
– form, developmental differences, critical elements, feedback
PA 10.5.3D. Identify and use principles of exercise to improve
movement and fitness
– FITT
PA 10.5.3F. Recognize and describe game strategies using
appropriate vocabulary
– faking/dodging, passing/receiving, move MOVING to be open,
defending space
Cognitive Assessment Techniques
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Self assessment (completion only)
Peer assessment (completion only)
Checks for understanding (slips of paper and put in box)
Student journals or learning logs – For example, attitudes about
throwing and catching ability
Traditional pencil/paper quizzes (1, 2, 3, 4, 5, 6, 7, 8, 9, 10)
Bulletin board (upper grades)
Group assignments (create practice plan or flexibility program)
Picture project: identify &/or correct skill cues from a photograph
Create a routine including grades for being an audience member
Role play scenarios with assessment rubrics
Sportfolio
Thumbs up, thumbs down (fitness knowledge, rules, strategies,
nutrition) with a checklist
Gym exit survey
Pedometers – Write about improvement over time, do math
calculations, create goals, etc…
Affective Standards
NASPE Standard 5: Exhibits responsible personal and social
behavior that respects self and others in physical activity
settings
NASPE Standard 6: Values physical activity for health,
enjoyment, challenge, self-expression, and/or social
interaction
PA 10.4.3F. Recognize positive and negative interactions of
small group activities
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roles (e.g., leader, follower), cooperation/sharing, on task
participation
PA 10.4.3C. Recognize conflict situations and identify
strategies to avoid or resolve them
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walk away, I-statements, refusal skills, adult intervention
Affective Assessment
Believe that social interaction and personal responsibility
are behaviors that can be learned and assessed which
can be taught the same way as physical skills by
specifying objectives and designing class activities that
promote development. Affective domains include:
interests, appreciation, attitudes, values, enjoyment,
sportsmanship, fair play, sharing, cooperating, teamwork,
respect, honesty, caring, respect for differences, being a
team player, compassion, and positive interactions (not
just effort and participation)
Affective Assessment Techniques
 Hellison’s
model
 Scenario Worksheet
 Journals – “The most important thing that I
learned today was…”
 Rubric – scale of criteria that explains
possible levels of performance (1, 2)
Communicating Grades
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How are physical education grades
currently reported?
with Parents…
Newsletter combined with…
 Report Card
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Boulder:
K
1st
2nd
3rd
4th
5th
Okemos:
Fall
Spring
Irondequoit:
3-5
Maple
Shade
K-5
Tips for Getting Started
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Start small, begin with one or two
classes and fewer assessment
items
 Expect some failures or resistance
 Share assessment ideas
Wrap Up
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Additional assessments not covered
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Questions??
THANKS FOR COMING!!!
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Documents:
– http://astro.temple.edu/~mdc49/portfolio/co
nferences/presentations.htm
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Contact me:
– [email protected]