assessment. grading requires assessment. introductory points: assessment grading (too) often based...

Assessment Assessment

Grading requires assessment.Grading requires assessment.

Introductory points:Introductory points:


Grading (too) often based solely on assessment of attendance, dress and minimal involvement in class activities.

Grading (too) often based solely on assessment of attendance, dress and minimal involvement in class activities.

Introductory points:Introductory points:


Assessment defined as:Assessment defined as:

“Variety of tasks and settings where students are given opportunities to demonstrate their knowledge, skill understanding and application of content in a context that allows

continued learning and growth”

(Siedentop & Tannehill, 2000)

“Variety of tasks and settings where students are given opportunities to demonstrate their knowledge, skill understanding and application of content in a context that allows

continued learning and growth”

(Siedentop & Tannehill, 2000)

Assessment is more difficult in physical education, given the lack of permanent products.

Assessment is more difficult in physical education, given the lack of permanent products.

Introductory points: (cont’d.)Introductory points: (cont’d.)


Should focus on outcomes to be achieved in performing techniques and tactics in class.

Should focus on outcomes to be achieved in performing techniques and tactics in class.

Physical education teachers have to balance instructional and assessment functions.

Physical education teachers have to balance instructional and assessment functions.

Sport Education offers more opportunities for authentic assessment, because of: Sport Education offers more opportunities for authentic assessment, because of:


More time being available (longer seasons w. more games). More time being available (longer seasons w. more games).

Teacher being less of a traffic cop (w. increased student

responsibilities).

Teacher being less of a traffic cop (w. increased student

responsibilities).

Students’ perform in other roles (w. increased student

ownership in experiences).

Students’ perform in other roles (w. increased student

ownership in experiences).

Teachers know when they see good game play: “You will know it when you see it”

Teachers know when they see good game play: “You will know it when you see it”

Authentic assessment Authentic assessment


Planning a Workable Assessment SystemPlanning a Workable Assessment System

Requires three main steps: Requires three main steps:

1. Identify the outcomes to be exhibited in context.


2. Develop/use valid assessment tools.2. Develop/use valid assessment tools.

3. Use collected data to document student achievement of outcomes3. Use collected data to document student achievement of outcomes





“What do you want to see from your students by the end of a season?”“What do you want to see from your students by the end of a season?”

Key question to ask:Key question to ask:


Planning a Workable Assessment SystemPlanning a Workable Assessment System1. Identify the outcomes to be exhibited in context (cont’d.).

1. Identify the outcomes to be exhibited in context (cont’d.).

Goals related to knowledge about the key features of the game/activity (e.g. rules, and history and traditions).

Goals related to competence in the performance of officiating and scorekeeping roles that will be necessary depending on the activity chosen.

Goals related to beginning performance in other team roles (e.g., coach, manager, etc.).

Goals related to knowledge about the key features of the game/activity (e.g. rules, and history and traditions).

Goals related to competence in the performance of officiating and scorekeeping roles that will be necessary depending on the activity chosen.

Goals related to beginning performance in other team roles (e.g., coach, manager, etc.).

Examples of possible outcomes for students new to the model:Examples of possible outcomes for students new to the model:



Goals related to the use of rudimentary techniques and tactics needed for the game/activity to be done well and enjoyed by all participants.

Goals related to student understanding of and demonstration of behavior that is consistent with the fair play behavior system (see Chapter Seven).

Goals related to the use of rudimentary techniques and tactics needed for the game/activity to be done well and enjoyed by all participants.

Goals related to student understanding of and demonstration of behavior that is consistent with the fair play behavior system (see Chapter Seven).

Examples of possible outcomes for students new to the model:Examples of possible outcomes for students new to the model:




More sophisticated game play performance, more complex tactics and techniques.

Evidence of leadership through more assertive and supportive performance in regular Sport Education roles and responsible participation on committees such as the sports board, a judiciary or rules committee.

More sophisticated game play performance, more complex tactics and techniques.

Evidence of leadership through more assertive and supportive performance in regular Sport Education roles and responsible participation on committees such as the sports board, a judiciary or rules committee.


Examples outcomes for students more experienced with the model:Examples outcomes for students more experienced with the model:




A developed student capacity to examine issues related to fair play and equity opportunities and to show their valuing of these concepts in how they treat teammates and opponents.

A developed student capacity to examine issues related to fair play and equity opportunities and to show their valuing of these concepts in how they treat teammates and opponents.


Examples outcomes for students more experienced with the model:Examples outcomes for students more experienced with the model:




Assessment categories:Assessment categories:

Mastery of Techniques Mastery of Techniques

1. Identify the outcomes to be exhibited in context (cont’d.).1. Identify the outcomes to be exhibited in context (cont’d.).

Together w. mastery of tactics, contributes to “skilled play”. Together w. mastery of tactics, contributes to “skilled play”.

Builds confidence in ability to play.Builds confidence in ability to play.

Emphasis should be on technical execution(the “process”), not the outcome (the “product”)Emphasis should be on technical execution(the “process”), not the outcome (the “product”)



Mastery of Tactics Mastery of Tactics


Developing one’s ability to anticipate the flow and action of the game/match (offensively & defensively).Developing one’s ability to anticipate the flow and action of the game/match (offensively & defensively).

General tactics: Field/court movement & maintaining balanced coverage thereof.General tactics: Field/court movement & maintaining balanced coverage thereof.

Specific tactics: related to offensive and defensive strategies. Specific tactics: related to offensive and defensive strategies.



Knowledge-related items Knowledge-related items


Includes one’s ability to correctly identify rules, history, & traditions of the game/sport.Includes one’s ability to correctly identify rules, history, & traditions of the game/sport.

Understanding of the basic tactics across similar games (i.e., invasion-, court/net-, target-, striking/fielding games).

Understanding of the basic tactics across similar games (i.e., invasion-, court/net-, target-, striking/fielding games).

Fitness/conditioning dimensions of particular Sports/activities.Fitness/conditioning dimensions of particular Sports/activities.


Assessment categories:Assessment categories: Knowledge/Skills for non-playing

roles

Knowledge/Skills for non-playing roles


Knowing “how to” score, where to move & position as referee, how to lead team practice or fitness routine are all skills the need to be learned.

Knowing “how to” score, where to move & position as referee, how to lead team practice or fitness routine are all skills the need to be learned.

Performing these roles effectively is central to asuccessful season. Performing these roles effectively is central to asuccessful season.


Assessment categories:Assessment categories: Developing & valuing Fair Play

Behavior

Developing & valuing Fair PlayBehavior


Fair Play goals:Fair Play goals: Participate fully and responsibly. Give your best. Respect the rights & feelings of teammates &

opponents. Be a good sport. Be helpful and not harmful.

Participate fully and responsibly. Give your best. Respect the rights & feelings of teammates &

opponents. Be a good sport. Be helpful and not harmful.


Assessment categories:Assessment categories: Developing & valuing Fair Play

Behavior

Developing & valuing Fair PlayBehavior


Personal and social development is targeted through fostering Fair Play. Personal and social development is targeted through fostering Fair Play.

Build in accountability for exhibiting the full spectrum of Fair Play behaviors!!Build in accountability for exhibiting the full spectrum of Fair Play behaviors!!

Fair Play goals are central to Sport Education, and, thus, should be a key part of assessment. Fair Play goals are central to Sport Education, and, thus, should be a key part of assessment.



Assessment is integrated across the entire season.Assessment is integrated across the entire season.

Assessment tools can come in the form of checklists, rating scales, peer assessments, self-assessments, journals and/or event tasks

Assessment tools can come in the form of checklists, rating scales, peer assessments, self-assessments, journals and/or event tasks

2. Develop Assessment Tools2. Develop Assessment Tools



3. Document Student Outcomes3. Document Student Outcomes

Use of “Team Portfolios” are one way in which student achievement can be compiled over time. Use of “Team Portfolios” are one way in which student achievement can be compiled over time.

In high school, grades can be based on students’ appropriate completion of tasks (incl. the various non-playing roles; written tests w. passing criterion) .

In high school, grades can be based on students’ appropriate completion of tasks (incl. the various non-playing roles; written tests w. passing criterion) .


League Scoring SystemLeague Scoring System

How will you determine which team will earn a season’s championship?? **How will you determine which team will earn a season’s championship?? **

Multiple determinants:Multiple determinants:

Key question to ask:Key question to ask:

** Critical difference between Community/School/Collegiate Sport and Sport Education

Win-loss recordWin-loss record

Fair Play performanceFair Play performance

Duty Team performanceDuty Team performance



Win-loss recordWin-loss record

Match play ex. (i.e. head-to-head competition):

Win = 3 pts. or 2 pts.Ties = 2 pts. or 1 pt.

Loss = 1 pt. or 0 pts.

Match play ex. (i.e. head-to-head competition):

Win = 3 pts. or 2 pts.Ties = 2 pts. or 1 pt.

Loss = 1 pt. or 0 pts.

Dual sports ex. (e.g., tennis or badminton):

Each match won = 1pt.Dual sports ex. (e.g., tennis or badminton):

Each match won = 1pt.



Fair Play performanceFair Play performance

Should be featured prominently in the league scoring system if you seek to develop such behaviors.

Should be featured prominently in the league scoring system if you seek to develop such behaviors.

Fair play points can be either awarded or deducted. Fair play points can be either awarded or deducted.

Reaching a certain level of Fair Play can be setas a criterion for being allowed to participate in “play-off” competitions.

Reaching a certain level of Fair Play can be setas a criterion for being allowed to participate in “play-off” competitions.



Duty Team/Organization performanceDuty Team/Organization performance

Should also be a key feature in the league scoring system. Should also be a key feature in the league scoring system.

Use of “power ratings”. Teams are awarded points daily for quick and efficient completion of managerial tasks.

Use of “power ratings”. Teams are awarded points daily for quick and efficient completion of managerial tasks.


TeamWin

points(5/win)

Tie points(3/tie)

Fair play(3/match)

Organization(2/match)

Duty team(5/match)

TOTAL

Eagles 25 6 30 20 25 106

Tigers 25 0 30 20 22 97

Devils 15 6 28 20 25 94

Scorpions 20 3 26 17 25 91

Rangers 30 0 20 16 23 89

Lions 15 3 28 18 24 88


Sample scoring templateSample scoring template

Key Point:Scoring system should be explained on the outset of the season, public, and UP-TO-DATE at all times!!

Key Point:Scoring system should be explained on the outset of the season, public, and UP-TO-DATE at all times!!


League Scoring SystemLeague Scoring SystemClosing pointsClosing points

Assessment is central to good instruction.Assessment is central to good instruction.

Aim integrate assessment with daily instruction.Aim integrate assessment with daily instruction.

Try to avoid “assessment days” Try to avoid “assessment days”

Weave “informal assessments” throughout the lessons as well (incl. during lesson closures).

Weave “informal assessments” throughout the lessons as well (incl. during lesson closures).

assessment. grading requires assessment. introductory points: assessment grading (too) often based...

Documents

assessment grading

assessment functions

assessment of attendance

examples of possible

students new

student understanding

introductory points

fair play behavior system