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Variety of forms such as posters, photography and bulletin boards. Chapter 14 Key Points ... Tips for minimizing waiting times during assessment ... – PowerPoint PPT presentation

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Title: Assessing%20Student%20Learning

Chapter 14
  • Assessing Student Learning

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
  • Several descriptor words used to describe term,
    including alternative assessment, performance
    assessment, outcome assessment, authentic

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
  • Five characteristics distinguish alternative
    assessment from traditional assessment
  • Lambert (1999) recommends seven steps to design
    successful alternative assessments

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

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
  • Select appropriate instructional tasks
  • Teach the tasks, focusing on maximum practice and
  • 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)

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.

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
  • Provide feedback to teacher as well as student
  • Several assessment options available teachers
    encouraged to develop their own which are
    specific to their context

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

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
  • Example Figure 14.1

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

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

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

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

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
  • 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

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

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
  • Student Drawings
  • Effective assessment measure because students
    like to draw
  • Options are endless
  • Example Figure 14.12

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

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
  • 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
  • Provide a rich resource for reporting to both
    students and parents

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
  • 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

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

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
  • Use technology e.g. videotapes, audiotapes and
    hand-help computers to record student progress
  • 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