Assessing%20Student%20Learning

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Chapter 14

• Assessing Student Learning

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Chapter 14 Key Points

• Assessment
• Defined as determining if and to what degree a
  student can demonstrate his/her understanding and
  ability relative to identified standards of
  learning (Lambert, 1999)
• Student must complete some type of performance
  goal that is evaluated against present criteria
• Performance should take place in authentic
  settings
• Several descriptor words used to describe term,
  including alternative assessment, performance
  assessment, outcome assessment, authentic
  assessment

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Chapter 14 Key Points

• Assessment (cont)
• Children Moving uses alternative assessment and
  provides a guide to the design and selection of
  assessment strategies that match student learning
  goals
• Five characteristics distinguish alternative
  assessment from traditional assessment
• Lambert (1999) recommends seven steps to design
  successful alternative assessments

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Five Characteristics of Alternative Assessments

• Differences between Alternative and Traditional
  Assessment
• Link between assessment and instruction
• Student as the primary client
• Ongoing process
• Comprised of meaningful tasks
• Criteria distributed ahead of time

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Seven Steps for Teachers for Successful
Alternative Assessment

• Decide on standard or learning goal
• Decide on the content that will be learned
• Select and develop the assessment methods and
  criteria
• Select appropriate instructional tasks
• Teach the tasks, focusing on maximum practice and
  feedback
• Assess the students (3)
• Use the assessment results to help students
  self-correct, to evaluate student learning, to
  improve instruction, and to refine learning goals
  
• Lambert (1999)

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Chapter 14 Key Points

• Assessment (cont)
• Should be linked to instructional tasks,
• E.g. challenges change a task and also serve as
  performance assessment, allowing children to self
  assess how they are doing on a particular task
• E.g. checking for understanding is a
  mini-cognitive assessment allowing teacher to
  know in a few seconds if children understand.

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Chapter 14 Key Points

• Assessment (cont)
• Should match learning goals e.g. from simple to
  complex, from mastery of basic skills to
  combination of skills, to using skills in dynamic
  situations
• Provide feedback to teacher as well as student
• Several assessment options available teachers
  encouraged to develop their own which are
  specific to their context

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Alternative Assessment Options for Physical
Education

• Teacher observation
• Exit (or entrance) slips
• Student journals
• Homework
• Peer observation
• Self-assessment
• Event tasks
• Videotaping
• Student drawings
• Student displays
• Portfolios

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Chapter 14 Key Points

• Alternative Assessment Options
• Teacher Observation
• Most common form of assessment
• Generally used to assess psychomotor performance
• Many tools for recording observational
  information
• Example Figure 14.1

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Chapter 14 Key Points

• Alternative Assessment Options (cont)
• Exit (or Entrance) Slips
• Short written pieces
• Can be done in a few minutes during or at the end
  of class
• Designed to assess cognitive and affective goals
• Example Figure 14.2

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Chapter 14 Key Points

• Alternative Assessment Options (cont)
• Student Journals
• Written records of participation, results,
  responses, feelings, perceptions/ reflections
  about what actually happened.
• Like diaries students write honestly and freely
• Designed to assess the affective domain
• Example Figure 14.4

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Chapter 14 Key Points

• Alternative Assessment Options (cont)
• Homework
• Done outside the physical education class
• Great for outside reading, keeping personal
  records or other written work
• Used to practice psychomotor skills and enhance
  cognitive understanding
• Example Figure 14.7

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Chapter 14 Key Points

• Alternative Assessment Options (cont)
• Peer Observation
• Students observing students
• Partner provides feedback to performer
• Used to assess competence in skill performance
  and demonstration of selected critical elements
• See key points for teachers in the text
• Example Figure 14.8

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Chapter 14 Key Points

• Alternative Assessment Options (cont)
• Self-Assessment
• Can be used to assess psychomotor, cognitive and
  affective aspects of students work
• Provides a unique opportunity to assess larger
  components of a skill or the beginning use of a
  skill
• Can be used before, during or at the end of a
  unit to assess achievement and to get a glimpse
  of a students feelings and attitudes
• Example Figures 14.9 and 14.10

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Chapter 14 Key Points

• Alternative Assessment Options (cont)
• Event Tasks
• Performance tasks with multiple solutions that
  cane be completed within a class period or a
  portion of it.
• Could be all psychomotor or could also include
  cognitive aspects
• Require independent and group working skills
• Example Figure 14.11 (Childs self-designed
  game)

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Chapter 14 Key Points

• Alternative Assessment Options (cont)
• Videotaping
• Can provide a final product
• Students can self-analyze performance
• Allows students to display their knowledge and
  performance of various critical aspects of a
  skill
• Student Drawings
• Effective assessment measure because students
  like to draw
• Options are endless
• Example Figure 14.12

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Chapter 14 Key Points

• Alternative Assessment Options (cont)
• Student Displays
• Public displays of students work
• Variety of forms such as posters, photography and
  bulletin boards

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Chapter 14 Key Points

• Alternative Assessment Options (cont)
• Portfolios
• Collection of students work gathered over time
• Provide an opportunity for students to share the
  responsibility for collecting proof of their
  learning
• A personal record of the students knowledge,
  goals, performance etc., that reflect the purpose
  of your physical education program for that child
  
• Could include many of the other assessment
  products
• Provide a rich resource for reporting to both
  students and parents

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Chapter 14 Key Points

• Assessment (cont)
• Rubrics
• Provide guidelines for scoring assessment items
  enabling teachers and students to judge
  performance for specific tasks
• Make learning expectations clear
• Provide feedback
• Support the development of skills and
  understanding.
• Components are
• criteria or essential component to be assessed
• steps of the quality or rating scale
• descriptors illustrating each of the steps as
  related to the criteria

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Chapter 14 Key Points

• Assessment (cont)
• Alternative assessments can be used effectively
  with students with disabilities, however rubrics
  require modifications
• Reporting Progress
• Teachers are required to summarize and report
  pupil progress
• Systems that report progress and achievement (not
  grades) include
• Hartinger System
• Lambdin System
• Metz System
• Should grades be required, it is recommended to
  specify what the grades mean and to assess
  exactly what is specified

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Chapter 14 Key Points

• Assessment (cont)
• Finding the time
• Although difficult to find the time, assessment
  is a critical component of the learning process
  and cannot be ignored.
• Tips for minimizing waiting times during
  assessment
• Use technology e.g. videotapes, audiotapes and
  hand-help computers to record student progress
  information
• Ask for assistance from classroom teacher or
  another adult
• Complete an assessment at one station while rest
  of class performs various tasks at other stations