Assessment
What do you know about
assessment?
What is assessment?
Assessment – collecting, describing, and
quantifying reliable, useful information in order
to improve performance.
Assessment should always be related to the
goals or outcomes intended.
If the students are not learning, are you really
teaching?
“The primary goal of assessment should be
seen as the enhancement of learning,
rather than simply the documentation of
learning.”
(NASPE, 1995)
Purpose of Assessment
Allows students to demonstrate their knowledge, skill,
understanding, and application of content in a context
that enables continued learning and growth
Serves as a tool to track students’ performance progress
Allows students to take responsibility for their own
learning and improvement
Initiates and justifies curricular changes
NASPE Content Standards
The physically educated person:
1. Demonstrates competency in motor skills and
movement patterns to perform a variety of physical
activities.
2. Demonstrates understanding of movement concepts,
principles, strategies, and tactics as they apply to the
learning and performance of physical activities.
3. Participates regularly in physical activity.
4. Achieves and maintains a health-enhancing level of
physical fitness.
5. Exhibits responsible personal and social behavior in
physical activity settings.
6. Values physical activity for health, enjoyment,
challenge, self-expression, and/or social interaction.
(Rink, 2006, p. 5)
In what ways can we assess
the NASPE Content
Standards?
National Standards for Beginning
Physical Education Teachers
Standard 1 – Content Knowledge
Standard 2 – Growth & Development
Standard 3 – Diverse Learners
Standard 4 – Management & Motivation
Standard 5 – Communication
Standard 6 – Planning & Instruction
Standard 7 – Learner Assessment
National Standards for Beginning
Physical Education Teachers
STANDARD 7: LEARNER ASSESSMENT
The teacher understands and uses formal and
informal assessment strategies to foster
physical, cognitive, social, and emotional
development of learners in physical activity.
(Rink, 2002, p. 322)
7.1 – Use a variety of formal and informal assessment
techniques to assess learner performance, provide
feedback, and communicate learner progress.
7.2 – Use assessment strategies to involve learners in
self-assessment.
7.3 – Select and use developmentally appropriate
assessment strategies and instruments congruent with
physical activity learning goals.
7.4 – Identify key components of various types of
assessment, describe their appropriate and inappropriate
use, and address issues of validity, reliability, and bias.
7.5 – Use and interpret performance data to inform
instructional decisions.
Assessment Scenario
At the close of a 3-week tennis unit, a
true/false and multiple-choice examination
on rules and protocols is given, followed
by a series of skills tests on key skills
necessary for game play, including the
serve, backhand, and forehand.
Explain your sub-standard.
Does the scenario meet each part of your
groups sub-standard?
How? Or Why Not?
In what ways would you alter the Scenario to
best meet each part of your groups sub-
standard?
Assessment Scenario II
Several times throughout the 25-day tennis season,
students work with a partner to assess and record their
success on a set of skills (serve, forehand, backhand)
when performed in one-and-one and doubles matches.
Once per week, when students are playing in a tennis
match, the duty team keeps records of their skill at
playing (game stats), interacting appropriately with their
partner (verbal support and encouragement), selecting
and performing game tactics (game stats), following the
rules governing tennis (violations tally), and enjoying the
competition whether they win or lose (verbal comments
and demeanor). Finally, students maintain a progress
journal highlighting aspects of the game they are
performing well and areas that they need improvement.
They set goals for their performance in an attempt to
improve their weaknesses and maintain their strengths.
Does the scenario meet each part of your
groups sub-standard?
How? Or Why Not?
In what ways would you alter the Scenario
to best meet each part of your groups
sub-standard?
Why is the 2nd assessment more
appropriate, meaningful, and
relevant than the 1st one?
skills are not isolated
periodic assessment
assesses 3 domains
stresses cooperation & responsibility
peer assessment
Assessment guides future teaching
ASSESS PLAN
(revise lessons/curriculum)
TEACH
Assessment
Know why (understand & value)
Know how (perform & improve)
Supportive, motivating, progressive
Ongoing process
Helps individualize instruction
Students physically prepared
Private results
Program evaluation
6 Questions To Guide
Development of Effective
Assessment Tasks
Does the task match specific instructional intentions?
(outcomes/objectives of lesson/unit)
Does the task adequately and appropriately represent the
content and skills you expect the students to attain?
(relevant and not too easy/difficult)
Does the task enable students to demonstrate their progress
and capabilities? (continuous)
Does the assessment use authentic, real-game tasks?
Is the assessment reliable for teachers & students?
Can the task be structured to provide measures of several
goals?
(Siedentop 2000, p. 183)
SPORT
SELECTION
Objectives Assignment
Checklist:
7-10 total
Briefly and specifically stated
Include a stem… “By the end of this unit the student
will…” (then each objective should build from this stem)
Must be measurable
Must include and be labeled by each domain (CAPs)
Should include the most important concepts to be gained
from the unit (i.e., What concepts would the student
have to know to be able to do this sport/activity at their
leisure?)
History/Study Guide Assignment
Checklist:
1 page minimum / 2 page maximum
(Remember: As teachers, you will probably need to make copies
of these and paper is expensive…)
Include the most important concepts only and develop
them well with detailed explanations
Be sure that ANYONE would understand from what is written
Write in paragraph format (no lists)
History/Study Guide should include, but not be limited to the
following:
most significant historical events
rules and procedures of sport/activity (e.g., who goes first,
offense/defense, etc)
description of basic skills
diagram of field/court/equipment/apparatus/skill