PET6516_ch_7_assessing_w_instructional_models

Assessing

with instRuctional Models

Effective Teaching and Classroom Management in Physical Education

Instructional Models

Give teachers unique opportunities to teach movement forms in novel ways.

Each has distinct characteristics.

Models presented in this chapter

• Direct Instruction
• Sport Education
• Tactical Games
• Cooperative Learning
• Personalized System of Instruction (PSI)
• Teacher Personal and Social Responsibility

Direct Instruction

Teachers make all decisions about instruction.

Give feedback to decrease errors and help students master the content.

Provide numerous opportunities for students to practice.

Direct Instruction has six lesson components.

Lesson content is divided into a series of smaller tasks that eventually lead to mastery of the content.

Lesson Component 1

REVIEW OF PREVIOUS LESSON CONTENT

Self and peer assessments are excellent for reviews.

Assess and review during the instant activity.

Can administer skill tests multiple times to review.

Cognitive learning is checked with quizzes, Plickers, etc.

Small-sided games with a purpose will review content.

Lesson Components 2, 3, and 4

• Provide students with a clear picture of what they will learn.
• Well-written learning outcomes include an assessment and specify a level of student competence.

Lesson component 2: presenting new content and skills

Lesson component 3: initial student practice

• Emphasis on correct form

• Assessments demonstrate whether and when students have learned.

Lesson component 4: feedback and corrections

Lesson Components 2, 3, and 4

ASSESSMENTS

• Game play, peer, game-play stats

Psychomotor domain

• Quizzes, written tests, Plickers

Cognitive domain

• Checklists, self or peer assessments, rubrics for dispositions

Affective domain

Game-play rubrics can assess all three domains if descriptors are written for them.

Lesson Component 5

INDEPENDENT STUDENT PRACTICE

• Less emphasis of correct form, although that is still important.

Assessments focus on using skills in applied settings.

GPAI assesses decision-making and use of tactics.

Performance assessments look at all aspects of performance.

Emphasize creativity and aesthetics on performance assessments for dance and gymnastics.

Lesson component 6

WEEKLY AND MONTHLY REVIEWS

Reviews during units will focus on student ability to use content taught holistically or together in a meaningful game form.

After the unit concludes, reviews will focus on concepts used during units of similar sports or activities (e.g., net or wall tactics, dance elements, etc.).

Sport Education

The goal of Sport Education is to teach students to be competent, literate, and enthusiastic about sport (Siedentop, Hastie, van der Mars 2020).

Teachers do much of the planning, but implementation is student-centered.

Several opportunities to assess are found throughout the unit.

Formative Assessments in Sport Education

Students are rewarded for managerial issues with competition points instead of grades.

• Examples: being in the team uniform, attendance, team spirit

Other formative assessments

• Self and peer assessments regarding successful completion of assigned duties
• Practice logs and process checklists

Includes:

Game play or performance assessments that list the criteria in a rubric

• Assess learning in multiple domains

Knowledge of rules

• Game-play officiating, scorekeeping, statistician

Grading Sport Education

Affective-domain assessments

• Dispositions during practice and games
• Willingness to perform team roles and fulfill duty team roles

Tactical Games Instructional Model

Emphasis is on knowledge of tactics and using them during game play.

Students learn to make appropriate decisions during game play.

Six Stages of Learning

Six stages of learning to solve a tactical problem related to the game

05

04

06

03

01

02

Stage 5

Stage 6

Stage 3

Stage 1

Stage 2

Stage 4

Play the game in stage 1 again and reflect on success for using the tactic to solve the problem.

Players become aware of a problem associated with the game in stage 1.

New skills, if needed, are introduced and practiced.

Initial game differs from the full version of the game.

Players realize a tactic is needed to address the problem.

Players determine how to address the problem during game play.

assessments for Tactical games

Assessment of prior knowledge is important for this instructional model (diagnostic assessment).

Game Play Performance Instrument (GPAI) is used to record skill execution and decision making regarding tactics and positioning during game play.

Assesses process (how well the players participate), not what is produced (outcomes).

Game Play Performance Instrument (GPAI)

Seven possible components to assess:

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?

Covering (this is the defensive version of offensive support)

Base position

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?

Adjusting (making decisions according to the situation)

Decision making

Skill selection

Support (offense)

Guard or mark (defense)

Keep them simple

GPAI (continued)

• Tally
• Rating score

Two ways to record data

Excellent for assessing formatively and giving feedback.

Must use a formula or establish criteria if used for grading.

OTHER ASSESSMENTS APPROPRIATE FOR THE TACTICAL GAMES INSTRUCTIONAL MODEL

Skill assessments must be done in the context of a game. (Skill assessments in a closed environment are inappropriate.)

Written tests for rules and knowledge of tactics

Scenarios to identify appropriate responses or officiating calls

Affective-Domain Assessments

Can be assessed on a game-play rubric

• Cooperation
• Teamwork
• Respect for officials and their calls
• Respect for others

Journals

Responses to prompts on a responsibility cube

Cooperative Learning

Requires students to work together as a team and accomplish a common goal or solve an instructional problem (Metzler).

There are several cooperative learning strategies:

Student Teams⎯ Achievement Divisions (STAD)

Team-Assisted Instruction (TAI)

Team Games Tournament (TGT)

Jigsaw

Group Investigation

Assessments for Cooperative Learning

• E.g., TGT requires an assessment that ranks players in a tournament, whereas TAI assesses the learning of all members of the group.

Assessments are driven by the type of cooperative learning model used and the needs for accomplishing the tasks.

Assessments will vary within the model by content covered in the unit.

Cooperation with other group members is assessed with all types of cooperative learning.

Personalized System of Instruction (PSI)

Allows students to spend as much time as they need to master a task.

Assessments are embedded into instruction.

Can use peer assessments or self assessments for a series of tasks, but a teacher assessment is used periodically to ensure mastery.

• Teacher assessments tend to be the biggest bottleneck.
• Trained students can assist with teacher assessments.

Written assessments are used to document cognitive learning.

Teaching Personal and Social Responsibility (TPSR)

Emphasis on character development: Psychomotor and cognitive learning are taught in addition to teaching the components of this model.

LEVEL 4

LEVEL 2

Participation and effort

Helping others and leadership

FIVE LEVELS OF RESPONSIBILITY

LEVEL 1

Level 5

LEVEL 3

Demonstrating responsibility outside the gym.

Respecting the rights and feelings of others

Self-direction

TPSR (continued)

Affective domain learning with

• teacher observation of behavior
• checklists
• journals

Other previously identified affective-domain assessments will work as well.

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