Grading

1
Chapter 10

• Grading

2
Reasons Not to Grade

• 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.

3
Reasons to Grade

• 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.

4
Reasons to Grade (con.)

• 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.

5
Issues in Grading

• 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

6
Methods of Grading

• normative-referenced
• standard deviation method
• percentage method
• percentile equivalent method
• criterion-referenced
• trials successfully completed
• performance standards
• contract grading

7
Reporting Student Performance

• report card
• student portfolio
• personal letter
• conferences
• graphic profiles

8
Grading Students with Disabilities

• Grading based on the Individualized Education
  Program (IEP).
• Contract grading can be linked to IEP.