pet6516_acquiring_assessment_savvy

Effective Teaching and Classroom Management in Physical Education

acquiring assessment savvy

ASSESSMENTIQ

• Assessments can then be determined.

PLANNING THE ASSESSMENT PROCESS

Assessments should have definite purpose.

Teachers need to decide where they are headed.

Teachers should plan types of assessments used to measure students’ learning.

When moving toward a performance-based assessment system, first consider which of your current practices can still be used and then change others a few at a time.

Think BIG, Start Small

LUND & KIRK'S TIPS FOR ACQUIRING ASSESSMENT SAVVY

Formal written plans allow instruction to become more deliberate.

What should students be able to do as a result of instruction?

Write down instructional goals so that you clearly state what you want.

Lund & Kirk's Tips for Acquiring Savvy

• Let students take ownership of learning.
• Students can learn from sources other than the teacher.
• Other forms of learning occur.

• Units that last one to two weeks do not allow sufficient time for students to develop skills.
• Do not teach five days and then play games for five weeks.

Teach for depth, not breadth

Become a facilitator of learning

LUND & KIRK'S TIPS FOR ACQUIRING ASSESSMENT SAVVY

• Intertwine assessment and learning so that it is impossible to determine where one ends and the other begins.
• Assessment is an integral part of the learning process.

• Authenticity allows students to see a purpose.
• Let students know that information is important beyond class.

Remember that learning and assessment should be inseparable.

Lund & Kirk's Tips for Acquiring Savvy

Make learning and assessment as authentic as possible.

• All students have some content knowledge.
• Assessment should be sensitive to detect beginning levels of student learning.
• Discuss items in terms of the behaviors students are demonstrating rather than the absence of a behavior.

Lund & Kirk's Tips for Acquiring Savvy

Design assessments so that novice levels of learning can be detected.

Align instruction with assessment.

• Assess what you teach; teach what you assess.
• Carefully select assessments based on goals

Assessing these traits sends a message to students that they are an important element.

Teach students affective-domain behaviors and assess them so that students will be more likely to develop them.

Assess affective-domain dispositions if you want students to acquire them.

Lund & Kirk's Tips for Acquiring Savvy

• Add variety to assessment vocabularies.
• Students have an opportunity to succeed with different formats.

• Give choices for assessments so students can personalize learning and performance.
• Challenge each student regardless of initial ability.

Differentiate the performance task to meet the needs of diverse students.

Use a variety of assessments to measure all aspects of student learning.

LUND & KIRK'S TIPS FOR ACQUIRING ASSESSMENT SAVVY

• Giving choices allows students to take ownership in learning.
• Choice provides motivation.

Keep differentiated assignments equivalent. Various options must be of equal time and effort required to complete and measure the same knowledge.

Lund & Kirk's Tips for Acquiring Savvy

Give students choices about assessment.

• Encourages all students to learn.
• Increases confidence.
• Improves likelihood of future participation.

Lund & Kirk's Tips for Acquiring Savvy

Give students multiple opportunities to obtain mastery.

Write the prompt so that students have enough information to succeed.

• Be explicit with directions to students so they are clear on the expectations.
• A rubric is a critical addition to define expected results.

• Students can practice during noninstructional time.
• Expectations are clear and decrease time needed for explanation during assessments.
• Students have a chance to prepare.

• Students know what to do to complete assessments.
• It saves time.

Present assessments early in the unit.

Lund & Kirk's Tips for Acquiring Savvy

Develop assessment routines.

Use assessment continually.

Use assessment for more than just grading purposes.

Teachers should use the assessment data for planning future lessons.

Assessment should be an ongoing process.

The main purpose of assessment should be to provide students with feedback about their performance.

LUND & KIRK'S TIPS FOR ACQUIRING ASSESSMENT SAVVY

• Students can practice during noninstructional time.
• Expectations are clear and decrease time needed for explanation during assessments.
• Students have a chance to prepare.

• Students know what to do to complete assessments.
• It saves time.

Present assessments early in the unit.

Lund & Kirk's Tips for Acquiring Savvy

Develop assessment routines.

• Try a variety of approaches.
• Don’t give complex grading assessments all at once.
• Grade parts of the assessment when it is actually used in class. Don’t wait until the end of the unit.

• Use peer assessment and self-evaluation.
• Teachers don’t need to be the only person assessing.
• Teachers should assess the final task of a PSI progression.

Avoid bottlenecks at assessment stations.

Keep assessment from being a burden.

LUND & KIRK'S TIPS FOR ACQUIRING ASSESSMENT SAVVY

• Share assessments with people outside of school.
• Write articles for school newspapers, create newsletters to go home, present half-time performances.

• Assessments can always be improved or fine-tuned.
• Helps to increase clarity and vision about goals.

Use assessments to showcase students’ learning and promote the physical education program.

Lund & Kirk's Tips for Acquiring Savvy

Be prepared to revise assessments.

• Better to have fewer assessments that require quality than with superficial assessments that fail to engage students.

Lund & Kirk's Tips for Acquiring Savvy

Allow adequate time for students to complete performance assessments.

Teach students to benefit from the assessment.

• Understanding the goals improves performance.
• Clarifying expectations decreases the ambiguity about assessment.

• Let students know how they will be assessed.
• This will lead to a high number of practice trials for students.
• Provides the opportunity to give students specific feedback about performance.

• Make difficult assessments worth more to encourage students to take on challenging assessments.

Weight more difficult assessments to give proper credit for extra effort.

Give students the opportunity to improve or correct performance.

LUND & KIRK'S TIPS FOR ACQUIRING ASSESSMENT SAVVY

Give students rubrics to complete their best work.

Have students take assessments seriously.

Students should be taught to show the teacher work that they think meets the criteria established for the performance or product when being evaluated for a grade.

Use peer assessments to provide feedback when possible.

Students need to know that there is not unlimited time or attempts to present their material.

LUND & KIRK'S TIPS FOR ACQUIRING ASSESSMENT SAVVY

Avoid biases connected with gender, socioeconomic status, ethnicity, and disabilities.

Lund & Kirk's Tips for Acquiring Savvy

Avoid activities that are culturally biased.

Develop a system for assessing every student even with large classes.

• Systematically evaluate a different set of students each day.
• Students do not know which of them are being evaluated, which makes them stay on task.

• Assessments must result in a record of students’ achievement.
• Data is used for instructional decisions.
• Use phones, clipboards, iPads, etc.

Make sure the pieces fit. Assessments should address all three learning domains.

Lund & Kirk's Tips for Acquiring Savvy

Don’t trust your memory when grading students.

Assessments must fit together so the entire picture of student learning is measured.

Trying to remember performances from every student during a grading period is a difficult, if not impossible, task.

LUND & KIRK'S TIPS FOR ACQUIRING ASSESSMENT SAVVY

Physical education programs must be strong to continue to be a part of school curricula in the future.

Lund & Kirk's Tips for Acquiring Savvy

Be part of the solution, not part of the problem.

Share your ideas with colleagues.

• The work is less when many contribute their work.
• Develop new assessment ideas.
• Share assessments through websites, conferences, colleagues, student teachers, and college professors.

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