Authentic Physical Education Assessment for High School Students

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

NAPSE 1990 A Physically Educated Person: l l l 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

Physical Education Content Standards NASPE 1995 A physically educated person. . . ÊDemonstrates competency in many movement forms and proficiency in a few movement forms. ËApplies movement concepts and principles to the learning and development of motor skills.

ÌExhibits a physically active lifestyle. ÍAchieves and maintains a healthenhancing level of physical fitness.

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

Appropriate practices for high school physical education NASPE 1998 l 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.

l 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.

NASPE 2002 Assessment Series K-12 Physical Education l Authentic Assessment of Physical Activity for High School Students Sarah Doolittle, Hofstra University Tom Fay, St. Lawrence University

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

Participation/Achievement l l Attendance/dress… 40% Daily effort/attitude/ participation ………. 30% Knowledge (written test)…………. . . ………… 10% Skill (skills test)……. . 20% _____ 100% Doolittle and Fay (2002) Attendance/dress ……… 10% Completion of formative assessments…………. . 60% Summative assessment…………. … 30% _____ 100%

Rubrics l l 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

Formative Assessments l l 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.

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%

AEHS Physical Education l l 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%

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

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

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 Rink’s Game Stages (1993), Teaching Physical Education for Learning.

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

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

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

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

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

Maryland Physical Education Content Standards 1 2 3 4 5 6 Exercise Physiology Biomechanics Social-Psychological Principles Motor Learning. Principles Physical Activity Skillfulness

References l Doolittle, S. & Fay, T. (2002). Authentic l Sport and Physical Education Publications. Graham, G. , Holt-Hale, S. & Parker, M. (1987). l assessment of physical activity for high school students. Reston, VA: National Association for 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.

l l 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, l VA: AAHPERD publications. Rink, J. (1993). Teaching physical education for learning. St. Louis: Mosby.