PET6516_ch_8_dev_culm_and_progressive_assessments

Developing

Culminating and progressive assessments

Effective Teaching and Classroom Management in Physical Education

Culminating Assessment is:

Culminating assessment

Also referred to as summative assessment.

A final performance or product that the student completes at the end of the unit.

Should provide evidence that students have demonstrated the achievement of broad standards and specific unit goals.

Should be engaging to the students and authentic and realistic to the content and life.

Can be an individual, partner, or a small-group performance or product.

Planning Culminating and Progressive assessments

Design a series of progressively more complex formative assessments.

Identify broad targeted national standards for physical education (SHAPE America 2014) and state and local school district standards.

Identify specific unit goals relative to unit content.

Design a summative (culminating) assessment performance or product.

IDENTIFY TARGETED STANDARDS (SHAPE America 2014)

Step 1

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

IDENTIFY SPECIFIC UNIT GOALS THAT LEAD TO STANDARDS

Step 2

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Sample unit goal: Based on individual fitness scores and goals, and applying the principles of training, students will design and participate in and evaluate a 9-week personal fitness program to improve flexibility, cardiorespiratory endurance, body composition, and muscular strength and endurance.

IDENTIFY SPECIFIC UNIT GOALS THAT REALATE TO THE ACHIEVEMENT STANDARDS

Step 2

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Sample unit goal: Students will participate in fitness-enhancing class activities of their choice, in class, 5 days a week for 40 minutes, and physical activities of their choice, 3 days a week, for at least 30 minutes, outside of class or school.

DESIGN A CULMINATING (SUMMATIVE) PERFORMANCE OR PRODUCT

Step 3

Unit goal: Based on individual fitness test scores and goals, and applying principles of training, students will design and participate in a 9-week personal fitness program to improve flexibility, cardiorespiratory endurance, body composition, and muscular strength and endurance (national standards 2 and 3).

Design a culminating assessment.

Step 3 (Continued)

Unit goal: Students will participate in fitness-enhancing class activities of their choice in class 5 days a week for 40 minutes, and physical activities of their choice 3 days a week for at least 30 minutes outside of class (standards 2 and 3).

Design a culminating (summative) assessment and write the performance guidelines.

DESIGN A SERIES OF PROGRESSIVELY MORE COMPLEX FORMATIVE ASSESSMENTS

Step 4

Unit goal: Based on individual fitness test scores and goals, and applying principles of training, students will design and participate in a 9-week personal fitness program to improve flexibility, cardiorespiratory endurance, body composition, and muscular strength and endurance (national standards 2 and 3).

Culminating assessment: Design two formative assessments that relate to the unit goal and culminating assessment.

GUIDELINES FOR DESIGNING (SUMMATIVE) ASSESSMENTS

What is the nature of the activity? How are students expected to use the skills and knowldge learned?

What is the nature of the activity? How are students expected to use the skills and knowldge learned?

What is the nature of the activity? How are students expected to use the skills and knowldge learned?

Should the culminating assessment be a performance or a product, or both? Should it be an individual, partner, or group experience?

What is the nature of the activity? How are students expected to use the skills and knowldge learned?

What is the nature of the activity? How are students expected to use the skills and knowldge learned?

What criteria should students demonstrate in completing the culminating assessment?

How can students demonstrate that they can apply knowledge and skills authentically in this activity?

How can I design the assessment so that it is meaningful and has real-life applications for my students?

How will I evaluate whether students have met the criteria and at what level?

How can I make this culminating assessment an interesting and fun learning experience that fully engages and movtivates my students?

Is the culminating assessment an efficient assessment? Does it enhance students’ learning? Is it built into the learning experiences of the students?

EXAMPLES OR CULMINATING PERFORMANCES AND PRODUCTS IN PE

Examples include:

Performance of a gymnastics routine or a dance

Development of a brochure on fitness or other relevant topic

Development of a multimedia presentation on a relevant unit topic

Choreograph and perform a creative routine or dance

EXAMPLES OR CULMINATING PERFORMANCES AND PRODUCTS IN PE

Examples include:

Develop a class newspaper or pamphlet on the unit content topic.

Create and perform a group folk or square dance

Design, direct, and videotape an instructional video on a sport, dance, or fitness content.

Develop a portfolio.

EXAMPLES OR CULMINATING PERFORMANCES AND PRODUCTS IN PE

Examples include:

Keep a log of participation in physical activity.

Design a personal fitness program.

CREATE A SCORING RUBRIC FOR YOUR SAMPLE CULMINATING ASSESSMENT

Step 4

Step 2

Place each of these in the scoring rubric matrix.

Identify the categories of performance criteria from the culminating assessment guidelines.

Step 1

Step 5

Step 3

Specifically describe the behavior for each performance criteria that defines each performance level.

Identify 3 or 4 levels of performance (e.g., A, B, C, D or outstanding, very good, needs improvement).

Use the scoring rubric to evaluate each student’s performance on the culminating assessment.

scoring rubric matrix

Weave formative assessments into the unit

They help students track their progress toward meeting the goals on the culminating assessment

They help teachers identify areas where additional learning and instruction is needed to help students succeed on the culminating assessment.

Final words

The message we hope you take away from this chapter is one of accountability! When you expect students to learn and achieve broad standards and specific goals in your classes, you must plan for that to occur. Give students goals to reach, then plan how they can achieve them and how they—and you—will know when they have done so. Hold yourself and your students accountable for learning.

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