Evaluating Student Learning PPT

Evaluating
Student Learning
Chapter 10
What is Developmentally
Appropriate Evaluation
• Appropriate evaluation is ongoing.
• Multiple measures should be
taken.
• A single assessment should not be
used as the sole basis for
evaluation.
• PE students should be assessed on
fitness and motor skills as well as
their cognitive understanding of
those skills.
What is Developmentally
Appropriate Evaluation
• Formative evaluation
–Provides students and teachers
with an idea of progress.
–Affords teachers an opportunity
to optimize the learning
environment at any given time.
–Provides ample time for student
improvement.
What is Developmentally
Appropriate Evaluation
• Summative Evaluation
–Generally performed at the end
of the instructional unit.
–Indicates student performance
and progress
–Identifies program and teacher
effectiveness
Why is Assessment Important
(pages 196-197)
• Individualize instruction
– Identify student progress and
achievement
• Curriculum planning
– Develop weekly and yearly plans
• Identify children with special needs
• Communicate with parents
– Student progress and achievement
• Evaluate programs
– Evaluate teacher effectiveness
• Student Motivation
How Do You Get Students
Involved (pages 197-198)
• Children should be active
participants in the evaluation
process.
• 7 hints and ideas about using
children to evaluate. (page 197)
• What Should be Assessed
• Selecting and Designing
Assessment Tools
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Selecting and Designing
Assessment Tools (page 198)
• Select test items that are simple and easy to understand.
• Test items should be directly related to what has been taught.
– Aligned with the lesson objective
• Consider how much time will be spent on the evaluation.
• Do not spend more time on evaluating than you do on
teaching.
• Administration of the assessment should be relatively simple.
• Consider what the test will be used for:
– Psychomotor development
– Cognitive development
– Affective aspects of motor development
• Match the testing instrument to the developmental level of
the children.
Psychomotor Assessments
(pages 198-204)
• What is it
• Evaluation Fitness
• Fitness Assessment Instruments
• Fitness Test Sheets
• Evaluating Motor Skills
• Profile Checklists
• Developmental Checklists
• Critical Element Process Checklist
• Evaluating Dance and Gymnastics
• Dance and Gymnastics Assessment
Instruments
Sample Assessments
Kaya describes how to throw a football
Cognitive Assessments
(pages 204-206)
• What is it
• Check for understanding
• Poker Chip Survey
• Shadowing
• Choral Responding
• Reiteration
• Group Alerting
• Task Cards
• Videotape Analysis
• Journals or Student Logs
Affective Assessments
(pages 206-208)
• What is it
• Paper-and-Pencil Tests
• Student Logs
• Smiled-Face Exit Poll
• Portfolios
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How Can Assessment Be
Integrated with Other Subjects
(pages 208-210)
• Mathematics
–Fitness Index Cards
–Graphs
–Frequency Distributions
• Science
Article
• Skill assessment in elementary physical
education: an appropriate progression
– by Gosset, Michael
– JOPERD--The Journal of Physical Education,
Recreation & Dance, January, 2007
– Assessment, assessment, assessment. It
seems as if we are hearing more about
assessment with the No Child Left Behind
education reform act unfolding. With
respect to physical education, which
domain should be assessed: the physical,
cognitive, affective, or all three In a high
quality, progressive K-12 program, all three
domains should be taken into account.
Assessment Tips
• Be very clear about WHAT is being assessed
– Is it worth learning and demonstrating
• Know WHY you are assessing
– What will you do with the information
– Is it feedback for students, parents, your instruction,
program
• Assessment is more than grading!
– Assessments should demonstrate what students know or
are able to do.
– Assessments can "show off" learning in your program.
• SHARE the information with students, administrators, other
teachers, and parents as appropriate.
– This will lend credibility to your program.
• Be CLEAR about the criteria for making judgments.
– Rubric Standard
• Allow students in on the process.
– Using your criteria they can evaluate self, partner or
others
– allow students some choices in the manner in which they
want to be assessed
– include the criteria for each assessment.
Rubric Standards
Criterion A: Knowledge and Understanding
Students are expected to have a knowledge and understanding of the
physical activities or themes studied. This criterion includes
understanding the principles related to a variety of physical
activities, the importance of physical activity to a healthy lifestyle
and the various components that contribute to health-related fitness.
Level of Achievement
0
1--2
3--4
5--6
Descriptor
The student does not reach a standard described by any of the
descriptors given below.
The student shows some knowledge of the principles under
consideration. The understanding of these principles is basic at
best.
The student shows a good knowledge and general understanding
of the principles under consideration.
The student shows a thorough knowledge and understanding of
the principles under consideration.
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