Using Assessment for Grading in Physical Education

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Using Assessment for Grading in Physical Education
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General Principles

• Develop rationale based on intended outcomes
• Address domains in proportion to philosophy,
  priorities, values
• Communicate plan to students, parents,
  administration
• Vary procedures as appropriate to grade level
  outcomes

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Develop Rationale

• Program, unit, lessons based on Standards
• Assess student performance relative to program,
  unit, and lesson objectives
• Grade based on assessments
• Assessments reflect what is actually taught

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Address Domains

• Assess and report each domain separately
• Focus on what is important rather than what is
  easy to measure
• Include both process and product measures
• Improvement/Development
• Achievement

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Affective domain

• Safe, respectful behavior
• Contribution to group/team activities
• Goal setting and achievement

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Cognitive

• Rules and procedures of activity
• Skills and strategies
• Application of knowledge

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Psychomotor

• Assessment based on purpose
• skill development
• fitness development
• recreational/experiential
• Individual skill development
• Achievement (criterion- referenced)
• Improvement (self-referenced)
• Game performance
• Game/Tournament results (norm-referenced)
• Game play (process-oriented e.g., GPAI, stats,
  etc.)

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Psychomotor Cont.

• Fitness development
• Achievement (criterion- or norm-referenced)
• Improvement (self-referenced)
• Recreational/Experiential
• Task completion
• With or without other cognitive or affective
  assessment

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Communicate

• Develop grading plan BEFORE instruction
• Share plan with students, others
• Inform students of progress

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Vary by Level

• Elementary Developmental benchmarks
• Middle Interactive, applied outcomes
• High Individual, interactive, lifelong goals

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Reporting formats

• Report cards
• Letter
• Numeric/Percentage
• Pass-Fail
• Descriptive
• Letters to parents/students
• FitnessGram
• Progress reports
• Descriptive information sent with report cards

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Norm-Referenced Grades

• Natural breaks
• Standard deviation
• Class percentage
• Norms
• Requires extensive data set, expertise
• May be biased by specific circumstance
• Limits number of high scores possible

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Criterion-referenced Grades

• Contract
• Percent correct
• Benchmarked
• Consistent, impartial
• Allows all students to achieve high marks

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Calculating grades

• Total points
• Easy
• Influenced by number possible
• Percentage
• Relatively easy
• Standardizes scores
• Letter averaging
• Complicated
• Distorts scores

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Tools

• Handheld and/or desktop computer
• Spreadsheet software
• Commercial grading program
• Custom program

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Basic Statistics

• Definition number from sample used to represent
  a quality or characteristic of a population
• Descriptive statistics
• Inferential statistics

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Descriptive statistics

• Frequency (count or per cent)
• Central tendency (similarities among scores)
• Mean
• Median
• Mode
• Dispersion (differences among scores)
• Minimum Maximum
• Range
• Standard Deviation
• Relationship (between scores)
• Correlation

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Inferential statistics

• Use descriptive statistics to compare groups and
  draw conclusion
• Which group scored higher?
• Was there a change over time?
• Use descriptive statistics to make a prediction
• Can we predict that by measuring this?