the_need_for_change

Learner Assessmeent in School-based Physical Education

The need for change

1983: Studies showed high school graduates could not read, write, and solve math problems.Diplomas did not represent competency but rather the completion of a certain number of classes.1995: Standards for physical education were published by NASPE and revised in 2004.Standards are widely accepted and used by many states for physical education standards.

Call for Change in Physical Education

Develops personal skills, identifies personal benefits of movement, and chooses to engage in physical activity.

Develops social skills through movement.

Applies knowledge related to movement and fitness concepts.

Develops a variety of motor skills.

shape America Standards (2024)

The physically literate individual:

Levels

Performance standards designate a satisfactory level of learning (i.e., how good is good enough?).

Know/Do

Content standards specify what students should know and be able to do.

Information

Represent the minimal amount of information that all students should know and be able to do relative to a given subject.

Standards

Norm-referenced standards are compared to a population.

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Norms

Criterion-referenced standards are based on a set standard (e.g., FitnessGram).

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Criteria

All students are expected to learn.

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Learn

Students are required to demonstrate competence in a variety of subject areas.

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Competence

Standards-Based Instructional format

• Physical education and health are part of a well-rounded education.
• Physical educators need to provide documentation of learning to access the funds.
• SHAPE America is piloting a national assessment that teachers could use to document student learning and achievement of the standards.

Every Student succeeds Act (ESSA) 2015

A Criterion-Referenced Standard Versus a Norm-Referenced Standard

Identify meaningful concepts that are important.

Students don’t compete against each other.

No limit to the number of students who can reach the criterion score.

Learning expectations are clear to students and teachers.

Students know what they must do to reach a level of achievement.

Supply teachers with a measuring stick for assessing students’ learning.

Advantages of using standards

Develop lessons and assessments before instruction.

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Lessons

Inform students about assessment criteria.

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Criteria

Use goals to set expectations for all levels of student learning.

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Expectations

Identify unit goals based on state or national standards.

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Unit Goals

Standards-Based Instruction

Behavioral Approach to learning

• Learning is linear.
• Use skill tests to assess skills.
• Selected-response items assess cognitive learning.
• Emphasis on the parts of the performance rather than the whole.

Constructivism Approach

• Gained momentum in early 1990s.
• Places the focus on application of knowledge.
• Uses performance-based assessments.

Multiple Domains

Typically measure learning in more than one domain.

Complexity

Assessment is complex.

Two Parts

Have two parts:

• A task.
• The criteria by which student performance is judged.

Performance-Based Assessments

Assessments document application of learning.

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Application

Assessment and instruction work together.

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Cohesion

Students are informed about assessment criteria in advance.

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In Advance

Teachers set goals for instruction.

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Set Goals

Effects on Teaching When Standards Are Used

Purpose & Meaning

Forces teachers to make lessons purposeful and meaningful for students.

Backwards Mapping

Teachers plan instruction by looking at what they ultimately intend to accomplish and then determine the best path for getting there.

Determining goals for Instruction

Determining Goals for Instruction

• When teachers know where they are headed, the path to student learning is much more direct!

Students improve when they know what they are expected to do (Lund and Shanklin 2011).

No wasted efforts!

Students have a clearly defined target at which to aim.

Teachers inform students about the criteria of evaluation at the start of instruction.

Students Know Criteria

Assessment Linked to Instruction

• Gameplay allows students to apply information and skills learned and increase levels of competence.
• Teachers can assess game-play skills while students continue to learn.
• Students can self-assess throughout the unit.

• Analysis
• Synthesis
• Evaluation

Higher-Level Thinking Skills

• Standards-based instruction uses higher-level thinking skills:

• Measure students’ progress to plan future instruction.
• Measure student learning to show progress and motivate students.
• Provide feedback to students.
• Document program’s effectiveness.
• Formalize the observation process.
• Inform and document students’ learning for parents and administrators.

The Role of Assessments in Physical Education Programs

Without assessments, planning lessons is a guessing game.

Create a system for assessing all students.

Instruction is progressive and builds on previous lessons.

Formative assessments help improve students’ performance.

Assessments let teachers know which concepts students grasped and what needs to be presented again in a different manner.

Plan for Instruction

• Assessments provide a means of documenting progress.
• Measuring progress motivates students because they can see evidence of improvement even when learning is slow.
• Students can track improvement and see gains.

Assessing to Encourage Student Learning

Importance

Written feedback signals to students that learning is important.

Written

Written feedback is more powerful than verbal feedback alone.

Progress

The primary reason to assess is to provide feedback about progress.

Provide Feedback

Physical educators must be prepared to justify time spent learning physical activity in a school curriculum.

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Time Spent

Effective teaching is determined by students’ achievement.

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Achievements

Physical education classes must be educational, not just recreational.

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Educational

Accountability is a concern in education, and learning must be documented.

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Accountability

Document Program's Effectiveness

• Informal (unwritten) feedback can be fleeting and not always accurate.
• Assessments record feedback and document students’ performance.
• Systematic observation uncovers unequal participation by students.
• Competent bystanders

Formalize the Observation Process

• Assessments of learning are summative assessments used to determine a grade.
• Grades should convey the degree to which students have met learning outcomes.
• Grading is an important function of assessment.
• Teachers must use valid and reliable methods.
• Grades should represent student learning.

Informing Others

• What needs to change?
• Grades based on little assessment
• Assessments improve instruction
• Allocation of sufficient time for learning
• Using test and measurement courses to teach assessment
• Development of new assessments
• Teacher expectations for learning
• Teachers must allocate time to assess

Changing the Assessment Culture

Assessments

Assessments must become part of the learning process.

Stop

Teachers must stop using grades to encourage good behavior. Dressing for class and attendance are managerial concerns.

Learning

Grades need to be based on learning.

Grading Practices Need to Change

Do Coaches Assess?

• Grading films using criteria for performance
• Use of statistics
• Hold athletes accountable for accomplishing the designated skills and learning
• Those that don’t learn get cut or don’t play.

Potential Impact

Teachers must begin using assessments to see potential impact.

Good Assessments

Utilization of good assessments will demonstrate the impact.

Does Assessment Improve Instruction?

Hold students accountable for learning.

Allocate sufficient time to learn.

Assess students while they are active.

Decrease managerial time to begin a lesson.

Avoid wasting time and eliminate wait time.

Insufficient Time

Statistical Analysis

Are often designed to teach statistical analysis.

Good Assessments

Assessments taught in methods courses give teacher candidates an opportunity to practice using assessments.

Test & Measurements Courses

• Skill tests are often too difficult for K-12 students.
• Teachers need to align assessments so they measure student learning.
• Criteria must be set at an appropriate level of student competence.
• Students must be successful when they participate in the units taught.

Lack of Appropriate Assessments

Failure

Success

Goal

Setting Expectations

When teachers set criteria, students have a goal for instruction.

Criteria are established at a level where students will be successful during game play or the performance.

Failure to identify criteria with assessments.

Assessments must be part of instruction.

Formative assessments when done well help increase student learning.

Students must perceive assessments as something that will help them learn.

Students Resist Assessments Because It Is More Fun to Play

Key Points:

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