This document discusses assessment in physical education. It suggests that teachers view student performance as most important and evaluation of students as least important, possibly because evaluation is time-consuming. It recommends simplifying assessment by building it into activities. Formative assessment helps teaching while summative assessment helps grading. Criterion-referenced assessments are preferred over norm-referenced ones as they better help with teaching. The document provides examples of building assessment into unit objectives and discusses the advantages and disadvantages of different types of assessments. It emphasizes using formative and criterion-referenced assessments and ensuring assessments are related to unit objectives.

2.  Most Important
1. Activity
Goals/Objectives
2. Activity Organization
3. Student Performance
Level
 Least Important
1. Season of the year
2. Evaluation of Students
3. Student Enjoyment

3.  What do you believe is wrong about the results of
the survey?
 Why would teachers rate the level of student
performance as most important and evaluation
of students as least important?
 Evaluation is time consuming
 But assessment still needs to be done

4.  Simplify assessment
 Build Assessment into the activities

5.  Formative
 Helps you teach
 Leads back to goals and
objectives
 Built into the lessons
 Summative
 Helps you grade

6.  Norm Referenced
 Student vs. Student
 ACT/SAT
 65%
 Does not help with
teaching
 Criterion Referenced
 Student vs. Criterion
 Helps with teaching

7.  Always use formative
 Use in a way that will enable you to generate grades
 EX: Individualized programs with hierarchical
objectives
 Always use criterion/content referenced
assessment
 Tells you what students can or can’t do
 EX: Content levels did the student reach levels

8.  Use simple forms of recording
 Student Recording
 Take place at the end of the task “Quickly”
 Sample student behavior to assure honesty and
accuracy
 Built in spot checks

9.  Build on unit objectives
 Example
 Minimum Skill
 Skill Checkout
 Analyze Skill
 Skill analysisQuizzes
 Rules Strategies, Equipment, Safety
 Multiple Choice Exam
 Concept Quizzes
 Justification of the curriculum
 Planning and Instruction
 Unit and Lesson Plans

10.  Advantages and disadvantages
A. Performance
 Problem-Entry level differences
B. Improvement
 Problem-under achieve on early assessment
 EX.WeightTraining
C. Effort
 Problem-Effort is hard to assess
D. Conduct
 Problem-Is it related to the objective

11.  We must assess in PE
 Use Formative and Criterion assessment as much
as possible
 Make sure assessment is related to Unit
Objectives

13. 1. Quiz
2. Observation
3. Journal
4. …
5. …
6. …
7. …
8. …

14. 1. R
2. R
3. C

15. 1. RUBRIC
2. RATING SCALE
3. CHECKLIST
 MAYBE ONE EACH PER UNIT?
 DO RUBRIC DEPENDENTONWHICH HAS
PROMINENCE…

16. 1. …
2. …

17. 1. …
2. …
3. …
4. …

18.  GAME PERFORMANCEASSESSMENT RUBRICS

21.  QUIZZES
 ESPN REPORTERTASK
 SCENARIOS

25.  ALLWOULD NEED CHECKLIST, RATING SCALE
OR RUBRIC…

29.  From Jones’ class:
1. …
2. …
3. …
4. …
5. …

30.  CREATEA…

31.  Go through assessment report and amend it
based uponWHAT you are going to assess;
 your chosen FORM of assessment;
 name theTYPE of assessment and;
 stateWHO will do it