Authentic Physical Education Assessment for High School Students: Linking NASPE Guidelines with Grad

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Authentic Physical Education Assessment for High
School Students Linking NASPE Guidelines with
Grading Practices

• Susan J. Loftus
• Albert Einstein High School
• MCPS Physical Education Winter Conference
• January 27, 2004

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NAPSE 1990 A Physically Educated Person

• HAS learned the skills necessary to perform a
  variety of physical activities
• DOES participate regularly in physical activity
• IS physically fit
• KNOWS the implications of and the benefits from
  involvement in physical activity
• VALUES physical activity and its contributions to
  a healthful lifestyle

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Physical EducationContent StandardsNASPE 1995

• A physically educated person...
• Demonstrates competency in many movement forms
  and proficiency in a few movement forms.
• Applies movement concepts and principles to the
  learning and development of motor skills.

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• Exhibits a physically active lifestyle.
• Achieves and maintains a health-enhancing level
  of physical fitness.

5

• Demonstrates responsible personal and social
  behavior in physical activity settings.
• Demonstrates understanding and respect for
  differences among people in physical activity
  settings.
• Understands that physical activity provides
  opportunities for enjoyment, challenge, self
  expression and social interaction.

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Appropriate practices for high school physical
educationNASPE 1998

• Role of assessment
• appropriate practice teacher decisions about
  instruction and evaluation of student progress
  are based on continuous systematic observations
  and assessment of student progress in relation to
  the final product, as opposed to one summative
  evaluation. Assessment is an integral part of
  planning, student feedback and goal setting.
• inappropriate practice students are evaluated
  and assessed based on one or two assessments.
  Students are assessed using inconsistent,
  arbitrary measures that do not reflect the
  instructional objectives or learning
  opportunities.

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• Achievement
• appropriate practice assessment is based upon
  clearly defined student goals related to
  appropriate (psychomotor, cognitive, and
  affective) content. Criteria for determining
  student achievement are clearly identified.
  Student grades are based upon individual progress
  toward the achievement of predetermined goals.
• inappropriate practice students are evaluated
  and graded on non-content related factors
  (participation, dress, effort). Students are
  graded on a single measure that is not valid or
  reliable.

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NASPE 2002Assessment SeriesK-12 Physical
Education

• Authentic Assessment of Physical Activity for
  High School Students
• Sarah Doolittle, Hofstra University
• Tom Fay, St. Lawrence University

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Standards based assessments and grades

• If physical education programs have stated goals
  other than participation, grades should be based
  on these goals.
• Doolittle and Fay (2002), p. 21

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Participation/Achievement

• Attendance/dress 40
• Daily effort/attitude/ participation
  . 30
• Knowledge (written test)...10
• Skill (skills test)..20
• __________
• 100

• Attendance/dress 10
• Completion of formative assessments.. 60
• Summative assessment. 30
• _________
• 100

Doolittle and Fay (2002)
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Rubrics

• First Day/First Week of Unit describe rubrics
  (summative assessment) to students, post in gym
  and/or provide handout
• Students know what is expected
• Provide cues/details for learning
• Students can self-assess and set goals

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Formative Assessments

• Daily/Weekly self/peer Learning Activities
  linked to learning necessary skills for success
  on summative rubric
• Credit for Completion vs. outcome/score
• keeps focus on learning without penalizing
  students for being beginners.
• Encourages trying/effort without fear of
  jeapordizing grade.

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AEHS Physical Education

• 2002-03 AEHS Physical Education Course Outline
• Grading. Evaluation in Physical Education will
  be done through psychomotor, cognitive, and
  affective learning objectives.
• 1. Daily Evaluation Points 70
• (prepared for class, participation, follows
  directions, on time, sportsmanship)
• 2. Written Evaluation 10-20
• (reading assignment, quiz, project, test)
• 3. Skill Evaluation 10-20
• (performance rubric)
• 100

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AEHS Physical Education

• 2003-04 AEHS Physical Education Course Outline
• Grading is based on how the student demonstrates
  understanding and application of course skills
  and concepts (2003 MCPS Policy IKA Grading and
  Reporting). Active participation is required to
  demonstrate this learning.
• A. Application of Fitness Concepts 30
• B. Application of Movement Concepts 30
• C. Application of Personal and Social
  Responsibility Concepts 30
• D. Physical Education Reading/Writing 10
  
  100

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Generic Daily Rubric(Students earn 0-4
points/day in each category)
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Application of Skills

• 4 Proficiency level
• consistently effective 75 of time
• 3 Competency/Utilization level
• less consistently effective 50 of time
• 2 Control level
• inconsistency 15-49 effective
• 1 Precontrol level
• rarely effective lt15
• Adapted from Graham, Holt-Hale, Parker (1993).
• Children moving.

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Application of Strategy

• 4 Appropriate decision making, nearly
  automatically
• 3 Correct decision, shows intent, but with
  hesitation
• 2 Some correct decision making, but lacks
  consistency
• 1 Little evidence of appropriate decision
  making
• Adapted from Rinks Game Stages (1993), Teaching
  Physical Education for Learning.

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Application of Rules and Conventions

• 4 Observes all rules and conventions, helps
  others apply rules, assists in providing
  unintertupted play
• 3 Observes most rules and conventions without
  assistance
• 2 Observes major rules and conventions of play
  with some assistance from others
• 1 Little evidence of understanding rules,
  needs help from others to play

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Application of Personal and Social Responsibility

• 4 Supports/helps teammates, shows concern for
  others positive experience, helps
  prevent/resolve conflicts, shows self-direction
  consistent performance intensity
• 3 Shows self-direction, consistent performance
  intensity and fair-play
• 2 Maintains self-control, but inconsistent
  performance intensity and fair-play
• 1 Lacks self-control at times needs reminders
  and encouragement from others to participate
  safely
• Hellison (1995).
• Teaching responsibility through physical
  education.

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Application of Fitness Concepts

• 4 Always applies overload, progression,
  specificity concepts to all CV, Flex., ME, MS
  activities
• 3 Usually.. most
• 2 Usually.. some
• 1 Occasionally a few

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• Examples
• Softball Activity Task Card (Townsend, et. Al,
  2003)
• Badminton (Doolittle Fay, 2002)
• Golf (Loftus)
• Badminton (Loftus)
• Tennis (Loftus)
• Basketball (Loftus)

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Maryland State Standards

• designed to be consistent with NASPE National
  Standards for Physical Education
• expand upon the NASPE Standards

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Maryland Physical Education Content Standards

• 1 Exercise Physiology
• 2 Biomechanics
• 3 Social-Psychological Principles
• 4 Motor LearningPrinciples
• 5 Physical Activity
• 6 Skillfulness

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References

• Doolittle, S. Fay, T. (2002). Authentic
  assessment of physical activity for high school
  students. Reston, VA National Association for
  Sport and Physical Education Publications.
• Graham, G., Holt-Hale, S. Parker, M. (1987).
  Children Moving A reflective approach to
  teaching physical education. Mountain View, CA
  Mayfield.
• Hellison, D. (1995). Teaching responsibility
  through physical activity. Champaign, IL Human
  Kinetics.

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• National Association of Sport and Physical
  Education (1998). Appropriate practices for high
  school physical education. Reston, VA AAHPERD
  publications.
• National Association of Sport and Physical
  Education (1995). Moving into the future
  National physical education standards A guide to
  content and assessment. Reston, VA AAHPERD
  publications.
• Rink, J. (1993). Teaching physical education for
  learning. St. Louis Mosby.