PET6516_ch_8_dev_culm_and_progressive_assessments

Effective Teaching and Classroom Management in Physical Education

Culminating and progressive assessments

Developing

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

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

Culminating Assessment is:

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

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

Also referred to as summative assessment.

Culminating assessment

Design a series of progressively more complex formative assessments.

Design a summative (culminating) assessment performance or product.

Identify specific unit goals relative to unit content.

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

Planning Culminating and Progressive assessments

IDENTIFY TARGETED STANDARDS (SHAPE America 2014)

Step 1

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

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

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 LEAD TO 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.

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

IDENTIFY SPECIFIC UNIT GOALS THAT REALATE TO THE ACHIEVEMENT STANDARDS

Step 2

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.

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

DESIGN A CULMINATING (SUMMATIVE) PERFORMANCE OR PRODUCT

Step 3

Design a culminating assessment.

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).

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

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

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).

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

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

What criteria should students demonstrate in completing the culminating assessment?

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?

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

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

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

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?

GUIDELINES FOR DESIGNING (SUMMATIVE) ASSESSMENTS

Choreograph and perform a creative routine or dance

Development of a brochure on fitness or other relevant topic

Development of a multimedia presentation on a relevant unit topic

Performance of a gymnastics routine or a dance

Examples include:

EXAMPLES OR CULMINATING PERFORMANCES AND PRODUCTS IN PE

Develop a portfolio.

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

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

Create and perform a group folk or square dance

Examples include:

EXAMPLES OR CULMINATING PERFORMANCES AND PRODUCTS IN PE

Design a personal fitness program.

Keep a log of participation in physical activity.

Examples include:

EXAMPLES OR CULMINATING PERFORMANCES AND PRODUCTS IN PE

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

Step 5

Place each of these in the scoring rubric matrix.

Step 4

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

Step 3

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

Step 2

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

Step 1

CREATE A SCORING RUBRIC FOR YOUR SAMPLE CULMINATING ASSESSMENT

scoring rubric matrix

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

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

Weave formative assessments into the unit

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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