PET6516_ch_7_assessing_w_instructional_models

Effective Teaching and Classroom Management in Physical Education

with instRuctional Models

Assessing

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

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

Models presented in this chapter

Instructional Models

Each has distinct characteristics.

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

Direct Instruction has six lesson components.

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

Provide numerous opportunities for students to practice.

Teachers make all decisions about instruction.

Direct Instruction

Small-sided games with a purpose will review content.

Can administer skill tests multiple times to review.

Assess and review during the instant activity.

REVIEW OF PREVIOUS LESSON CONTENT

Lesson Component 1

Cognitive learning is checked with quizzes, Plickers, etc.

Self and peer assessments are excellent for reviews.

Lesson component 3: initial student practice

• Emphasis on correct form

Lesson component 4: feedback and corrections

• Assessments demonstrate whether and when students have learned.

Lesson Components 2, 3, and 4

Lesson component 2: presenting new content and skills

• 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.

Affective domain

• Checklists, self or peer assessments, rubrics for dispositions

Cognitive domain

• Quizzes, written tests, Plickers

Psychomotor domain

• Game play, peer, game-play stats

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

ASSESSMENTS

Lesson Components 2, 3, and 4

Performance assessments look at all aspects of performance.

GPAI assesses decision-making and use of tactics.

Assessments focus on using skills in applied settings.

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

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

INDEPENDENT STUDENT PRACTICE

Lesson Component 5

WEEKLY AND MONTHLY REVIEWS

Lesson component 6

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.).

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

Several opportunities to assess are found throughout the unit.

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

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

Sport Education

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

Other formative assessments

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

Formative Assessments in Sport Education

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

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

• Game-play officiating, scorekeeping, statistician

• Assess learning in multiple domains

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

Affective-domain assessments

Knowledge of rules

Grading Sport Education

Includes:

Students learn to make appropriate decisions during game play.

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

Tactical Games Instructional Model

Stage 4

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

06

Stage 6

New skills, if needed, are introduced and practiced.

05

Stage 5

Players determine how to address the problem during game play.

04

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

Players realize a tactic is needed to address the problem.

03

Stage 3

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

02

Stage 2

Initial game differs from the full version of the game.

01

Stage 1

Six Stages of Learning

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

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

assessments for Tactical games

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

Seven possible components to assess:

Keep them simple

Skill selection

Adjusting (making decisions according to the situation)

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

Covering (this is thedefensive version of offensive support)

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

Guard or mark (defense)

Support (offense)

Decision making

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

Base position

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

Game Play Performance Instrument (GPAI)

Two ways to record data

GPAI (continued)

Excellent for assessing formatively and giving feedback.

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

• Tally
• Rating score

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

Scenarios to identify appropriate responses or officiating calls

Written tests for rules and knowledge of tactics

OTHER ASSESSMENTS APPROPRIATE FOR THE TACTICAL GAMES INSTRUCTIONAL MODEL

Responses to prompts on a responsibility cube

Journals

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

Can be assessed on a game-play rubric

Affective-Domain Assessments

There are several cooperative learning strategies:

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

Group Investigation

Jigsaw

Team-Assisted Instruction (TAI)

Team Games Tournament (TGT)

Student Teams⎯Achievement Divisions (STAD)

Cooperative Learning

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.

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

Assessments for Cooperative Learning

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.

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

Written assessments are used to document cognitive learning.

Assessments are embedded into instruction.

Personalized System of Instruction (PSI)

FIVE LEVELS OF RESPONSIBILITY

Demonstrating responsibility outside the gym.

Level 5

Helping others and leadership

LEVEL 4

Self-direction

LEVEL 3

Participation and effort

LEVEL 2

Respecting the rights and feelings of others

LEVEL 1

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.

• teacher observation of behavior
• checklists
• journals

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

Affective domain learning with

TPSR (continued)

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