Advocacy, Assessment, & Accountability: Ohio’s Physical Education Assessments Kevin Lorson, Ph.D....

Advocacy, Assessment, & Accountability:

Ohio’s Physical Education Assessments

Kevin Lorson, [email protected]

Steve Mitchell, Ph. [email protected]

Overview• Ohio is one of the few states with:

1. Standards

2. Required assessments

3. Data for all standards reported to the state

4. Rating on school’s report card

• How did Ohio get to this point?• Advocacy

• Assessment

• Accountability

Ohio Physical Education Minimum Requirements

• Elementary & Middle School• Must provide PE as part of a well-

rounded curriculum

• High School Requirement• Ohio Core – [Ohio Revised Code: Section

3313.603 (A) (2)]

• Students must earn ½ unit of credit in physical education as part of graduation requirement.

• ½ unit means a minimum of 120 hours of instruction.

• (All other courses are 60hrs)

• High School Substitution

• Local boards may adopt policy

• ONLY for interscholastic athletics (2 full seasons), marching band, cheerleading & ROTC.

• Student must select another ½ unit, consisting of at least 60 hrs of instruction in another course of study.

• High School Credit Flexibility

• Independent study

• High School Summer PE =

• 120 hours of instruction.

Step 1: Standards-Based Physical Education Legislation (2007)

Ohio was one of the last states to approve state standards.

1.Physical Education Coordinator (full-time) at the Ohio Department of Education.

2.Adoption of Physical Education Standards, Benchmarks, & Indicators (2009).

• Ohio Department of Education (ODE) makes standards available to districts.

• Local districts may use standards as a tool to develop curriculum.

3. Removal of oversight from Legislature for physical education.

4. Data collection - How many minutes and frequency of PE per week for ALL school districts in Ohio?

5. Substitution for HS Physical Education still exists.

Ohio Physical Education Academic Content Standards

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

3. Participates regularly in physical activity.4. Achieves and maintains a health-enhancing level of

physical fitness.5. Exhibits responsible personal and social behavior that

respects self and others in physical activity settings.6. Values physical activity for health, enjoyment, challenge,

self-expression, and/or social interaction.

Reading the Standards Document

Standard K-2 3-5 6-8 9-12

Standard 1: Motor Skills & Movement Patterns

A: Locomotor & non-locomotor skills.

A: Combine locomotor and non-locomotor into movement patterns.

A: Movement skills and patterns in a variety of activities.

A: Combined movement skills and patterns in authentic settings.

Locomotor Skills Assessment

Creative Movement Pattern

Locomotor Activity Skills or Movement routine

Skills & Patterns Assessment

B: Fundamental manipulative skills.

B: Fundamental manipulative skills in basic settings.

B: Specialized manipulative skills in a variety of settings.

B: Specialize manipulative skills in a variety of settings.

Manipulative Skills Assessment

Manipulative/Sport Skill Invasion, Net/Wall, Striking, Target Skill Assessments

Invasion, Net/Wall, Striking, Target Skill Assessments

Standard 2:Knowledge of movement concepts, principles, strategies and tactics.

A: Knowledge of movement concepts.

A: Movement concepts and principles of movement.

A: Apply tactical concepts and performance principles.

A: Apply tactical concepts and performance principles in authentic settings.

Movement concepts performance

Tactical Test Bank or Game Performance Assessment

Game Performance Assessment

Analytical Portfolio Tactics & Strategies

B: Knowledge of critical elements.

B: Knowledge of critical elements.

B: Knowledge of critical elements & biomechanical principles.

B: Apply biomechanical principles.

Critical Elements Test Bank

Skill Analysis & Practice Plan

Skill Analysis Analytical Portfolio Biomechanical & Practice

Standard 3: Participates in physical activity

A: Engage in physical activity (PA) inside and outside of school.

A: Engage in PA inside and outside of school

A: Engage in PA inside and outside of school.

A: Engage in PA inside and outside of school.

Physical Activity Recall

Physical Activity Recall Physical Activity Recall Physical Activity Recall

B: Recall physical activities.

B: Self-monitor PA. B: Create & monitor a personal plan for PA.

B: Create & monitor a personal plan for PA.

Physical Activity Picture Log

Physical Activity Log Personal Physical Activity Plan

Personal Physical Activity Plan

Standard K-2 3-5 6-8 9-12

Standard 4: Health-enhancing level of fitness.

A: Demonstrate health-related fitness




Fitness Performance Rubric

Criterion Referenced Fitness Test



B: Understand principles, components & practices.




Fitness Test Bank Fitness Test Bank Personal Fitness Plan Personal Fitness Plan

Standard 5: Personal and social behavior

A: Follow safe procedures

A: Safety & personal responsibility

A: Safety & personal responsibility

A: Safety & Etiquette

Personal Responsibility Observation Assessment




B: Cooperation & consideration of others.

B: Cooperation & respect. B: Communicate and respect others

B: Communication and social responsibility.

Social Responsibility Observation Assessment




Standard 6: Values physical activity

A: Enjoyment A: Self-challenge & enjoyment

A: Self-challenge & personal growth

A: Use PA to promote growth, goal setting & enjoyment.

Enjoyment Assessment

Advocacy Physical Activity Advocacy

Physical Activity Marketing

B: Physical Activity promotes self-expression and social interaction

B: Appreciate physical activities

B: Select PA that promote self-expression and interaction

B: Pursue PA that promote self-expression & social interaction.

Activity Identification Advocacy Physical Activity Advocacy

Physical Activity Marketing Plan

Step 2: AccountabilitySenate Bill 210

1. Establish nutritional standards for certain foods and beverages sold in schools

2. Inclusion of physical activity and nutrition as part of the health curriculum.

3. Newly hired physical education teachers to have a PE license.

4. Improves accountability for quality physical education by requiring the Ohio Department of Education to develop an indicator of student success in meeting the benchmarks contained in the PE content standards adopted by the state board of education.

5. Districts can opt-in to get children moving for 30 min each day (classroom, PE, before/after school activities).

6. BMI – send home confidential to parents (but parents can opt out)

• Informs public policy through state-wide BMI data.

7. Healthy Choices for Healthy Children Council

PHYSICAL EDUCATION AND WELLNESS MEASURE REPORT CARD FORMAT FOR THE 2012-2013 SCHOOL YEAR

September 2011

Physical Education Index Compliance with Local

Wellness Policy

Participation in Body Mass Index (BMI) Screening

Participation in Physical Activity Pilot Program

MODERATE(Click HERE for detailed

information about your district)

YES(Click HERE for detailed information

regarding the federal wellness policy)

YES(Click HERE for detailed information

regarding BMI screening requirements and waivers)

NO(Click HERE for detailed information regarding participation in a Physical

Activity Pilot Program)

The extent to which students are successful in meeting the benchmarks contained in Ohio’s physical education standards. •Building composite score and overall district composite score determination will be “High”. “Moderate” or “Low”.

Compliance with the federal requirement for implementing a local wellness policy. •Overall district composite score will be a “Yes” or “No”.

Compliance with completing BMI screening requirements instead of operating under a waiver.•Overall district composite score will be a “Yes” if completed BMI screening or “No” if requesting a waiver, non-submission of waiver or non-completion of BMI screening.

Whether the district is participating in the option of a daily Physical Activity Pilot Program.•Overall district composite score will be a “Yes” or “No”.

The Physical Education and Wellness Measure provides information about a district’s policies and practices with regard to physical activity, health and wellness. It will first appear on the reports that are issued at

the end of the 2012-2013 school year.

Benchmark Assessment Overview• At the completion of 2012-13 (by June 2013) districts will report student progress towards the achievement of benchmarks.

• Part of school’s report card, but not a high-stakes achievement test.

• Collect assessment data and report to ODE.• Data is reported by school, not by individual student

• Assess and report student data once in the grade band, not in each grade

• Assessments must be completed by the end of the benchmark.• e.g. – Assess students in Standard 1B in Grade 2

• NO WAIVERS for ASSESSMENTS

Importance of Standards-Based Assessment

• Accountability• Standards explicitly state what a student (graduate) should minimally know and be able to do

• Clarifies expectations for students and physical education teachers• Indirectly raises the bar for physical education teachers

•Feedback • To improve teacher and student performance

•Progress • Phase shift – from filling time with activities to a curriculum that

develops knowledge, skills and behaviors to engage in a physically active lifestyle

Creating Standard-Based Assessments

1. Identify standards and grade level outcomes or targets.

2. Develop an assessment system.• Scoring system

• Ohio = advanced, proficient, limited

• Guidelines • Ohio = data reported to state once per grade band

3. Determine how translate data into grades and communicate with parents

4. Managing the workload • Electronic grading system & state Excel data file

Ohio Benchmark Assessment Scoring System

•3, 2, 1 rating for each benchmark3 = Advanced

2 = Proficient

1 = Limited

• Leave blank if they could not participate (not calculated in summarized data)

The Teacher’s Role:

1. Analyze current curriculum.

2. Identify what units (content) and when each assessment will be implemented.

• Instructional alignment & formative assessments

3. Collect Summative Assessment Data.• Assessment Strategies & data collection

• Grading

4. Summarize, revise and reflect.• Modify curriculum

Standard 1A• Grades K-2

• Specific locomotor skill assessments (e.g. skip, hop, jump)

• Grades 3-5• Movement pattern performance:• Gymnastics• Dance• Jump rope

• Grade 6-8• Movement routine with a

partner• Dance, gymnastics, jump

rope, yoga, or fitness

• Grades 9-12• Dance routine• Movement performance in

activity• (e.g. Gymnastics, track &

field, aquatics, fitness, martial arts.

Standard 1B• Grades K-2

• Specific object control skill assessment (e.g. kick, strike, UH roll)

• Grades 3-5• Throw, • Catch with implement*• Striking a moving ball*• Receive, dribble, pass with the

feet• Punt• Dribble a ball with the hands or a

stick**assess in both practice and game

settings:

• Grades 6-8, 9-12• Skill performance of offensive & defensive skills in game situations:• Invasion• Net/wall• Strike/field• Target games

Standard 2AGrades K-2: • Movement concepts

observation of levels, space, distance, effort, & speed.

Grades 3-5: • Demonstrate and apply

basic tactics and principles of movement:

• Spacing

• Decision-making

Grades 6-8• Offensive positioning• Defensive positioning• Decision-making

Grades 9-12• Tactical concepts &

strategies portfolio

Standard 2A (Grades 6-8)Level Decision-making Creating and using space Defending space

Advanced Consistently chooses best options in game play:•Attack and shoot where possible•Pass to teammate who can attack•Play a possession pass•Dribble to reposition

Consistently moves to spaces where passes can be received when teammates have the ball

Consistently moves to mark or guard opponents, to deny space and prevent opponents from attacking and scoring

Proficient Usually chooses best options in game play:

Usually moves to spaces where passes can be received when teammates have the ball

Usually moves to mark or guard opponents, to deny space and prevent opponents from attacking and scoring

Limited Rarely chooses best options in game play:•Attack and shoot where possible•Pass to teammate who can attack•Play a possession pass•Dribble to reposition

Rarely moves to spaces where passes can be received when teammates have the ball

Rarely moves to mark or guard opponents, to deny space and prevent opponents from attacking and scoring

Standard 2BGrades K-2•Critical element knowledge test

1.For a good overhand throw, you should bend the elbow in the shape of an “L” behind the head before throwing.

• A. True B. False

Grades 3-5•Analysis of movement performance:

1. The performers strengths2. The performers weaknesses3. A practice plan through by which the performer might

improve

Standard 2B (Grades 6-8, 9-12)Skill Analysis Project

• Select three skills essential to effectively playing the activity.

1. Break down the critical elements into preparation, execution and follow through phases of movement

2. Describe the common errors using biomechanical principles

• Biomechanical principles - Body position, contact or release point, release or take off angle, balance/over-balance point, rotation

3. Evaluate their own performance using the key principles and critical elements. Provide a practice plan (drills, etc) to improve identified areas.

• How does this impact your teaching?

• When to implement the assessment?

Standard 3 AssessmentsBenchmark A•Physical Activity Log

• K-2• Recall amount of PA

• 3-5• Recall and identify type

• 6-8, 9-12• Recall and identify minutes

in each type

Benchmark B•K-2

• Recall of physical activity

preferences

•3-5, 6-8, 9-12

• Physical activity plan

• Personal goals for physical activity

• Aligned with community resources

• Evaluation of the plan’s

effectiveness in helping meet

physical activity goals

Standard 3A (6-8) Scoring GuideLevel Criteria

Advanced Student exceeds 60 minutes of moderate to vigorous daily physical activity and meets the goals in all categories (excluding inactivity) within the physical activity pyramid: •Engage in leisure/playtime and strength/flexibility activities on two to three days of the week.•Engage in aerobic and recreational activities on four to five days of the week. •Engage in healthy daily activities (e.g., taking stairs, dog walking) on every day of the week.

Proficient Student accumulates 60 minutes of daily physical activity using different categories within the physical activity pyramid (excluding the inactivity category).

Limited Student does not accumulate 60 minutes of daily physical activity.

Standard 3B Examples

Standard 4A (Grades K-12)Fitness Assessment

ODE Components1. Cardio-respiratory

2. Muscular-strength & endurance – upper body

3. Muscular-strength & endurance – abdominal

4. Flexibility

Scoring = • Met (3)

• Not Met (1)

Overall Score• Advanced = 3• Proficient > 1.75• Limited <1.74

Grades K-2 & 3-5Standard 4B: Fitness Knowledge

•Test “Bank”•Can split the test – to align with lesson/unit content• Components of Fitness

• Fitness Concepts

•Challenges/ Concerns

•How will Standards 3 & 4 assessments impact your teaching/curriculum?

Standard 4B Personal Fitness PortfolioGrades 6-8 & 9-12:

• A personal fitness portfolio (hard copy or electronic) containing:

1. Fitness assessment results

2. A personal fitness plan that includes:• Evaluated results of fitness assessment and a developed

comprehensive fitness program.• Goals for improving and/or maintaining fitness levels.• Health-related fitness activities to improve each component.• Application of the FITT principles to the chosen activities

for each component of health-related fitness.• Reflection about positive factors and constraints to implement

the program.

5A: Personal ResponsibilityLevel Safe Self-direction

3Advanced

• Anticipates and recognizes possible unsafe situations and provides solutions to issues related to safety. Encourages peers to promote safety within activities.

• Consistently applies rules, safe practices and procedures in class activities.

• Effort given throughout and student challenges themselves to be successful at their level. Tries his/her best without prompts or encouragements from others for activities.

• Takes responsibility (accepts consequences) for actions.

2Proficient

• Recognizes possible unsafe situations and seeks solutions with others to ensure safety of self and others.

• Engages in activities and stays on-task with prompts and encouragement from others. Completes lesson tasks without constant supervision.

• Takes responsibilities for actions.

1Limited

• Does not recognize unsafe situations or behaviors create unsafe situations for others.

• Engages in activities and stays on-task with prompts and encouragement from others.

• Prompts needed to be prepared for success.

• Takes little or no responsibility for actions and their consequences.

5B: Social Responsibility (e.g. grades 6-8)

Level Cooperate Respect OthersResolving Conflict &

Fair Play3

Advanced

• Consistently engages in appropriate cooperative behaviors in partners and/or groups. Behaviors include: leading, following and supporting group members to improve play in cooperative and competitive settings.

• Evaluates personal behaviors and refines behavior to ensure positive effects on others without prompts.

• Provides frequent positive comments to classmates without prompts. Never uses put-downs or comments that are hurtful.

• Demonstrates and encourages others to respect individuals who may be different of different background or skill level by encouraging others or other behaviors to include all students.

• Consistently demonstrates cooperation and sensitivity when resolving conflict without prompts or support from teacher.

• Consistently demonstrates “good winner/loser” behaviors without prompts or direction (shaking hands, complimenting others, letting the outcome go).

• Always accepts and respects decisions made by the designated official.

2Proficient

• Leads, follows and supports group members to improve play in cooperative and competitive settings

• Evaluates personal behavior to ensure positive effects on others and refines behavior with prompts from others.

• Provides some positive comments to classmates and does not use put-downs or comments that are hurtful.

• Respects the rights and feelings of those who may be different of different background or skill level.

• Demonstrates cooperation with others when resolving conflict.

• Demonstrates “good winner/loser” behaviors (shaking hands, complimenting others, letting the outcome go) with prompts or directions.

• Accepts and respects decisions made by the designated official.

1Limited

• Engages in behaviors that are helpful to others after prompts or direction from the teacher OR does not engage in behaviors that are helpful to others

• Does not recognize and/or evaluate the effects of personal behavior to ensure positive effects on others.

• Sometimes uses put-downs or comments that are hurtful.

• Has difficulty in respecting the rights and feelings of those who may be different of different background or skill level.

• Does not successfully demonstrate cooperative behaviors when resolving conflict.

• Inconsistent demonstration “good winner/loser” behaviors (shaking hands, complimenting others, has a difficult time letting the outcome go)

• Argues, challenges or does not accept the decisions made by the designated official.

Standard 6AB (Grades K-12) Advocacy and Value Assessment

K-2 and 3-5•Letter, poster, brochure to communicate why they want to participate in a specific physical activity or physical activity.•Categories

• Advocate – “sells” the activity• Reasons to value – identifies at

least 1 of the four reasons: health, social, challenge, enjoyment

•When to implement? How to implement?•Implications for teaching?

6-8 and 9-12•Marketing campaign for a specific physical activity or physically active lifestyle.•Standard 6. Grades 9-12

•Categories• Advocate – “sells” the activity in

creative ways• Reasons to value – identifies

specific reasons: health, social, challenge, enjoyment

•When to implement? How to implement?•Implications for teaching?

Standard 6AB• How to implement the task?• Questions about the rubric

6AAdvocacy

6BReasons to value an activity

3Advanced

Encourages others to participate in physical activity or a specific activity by communicating enjoyable aspects in effective and creative ways.

Expresses multiple specific reasons from more than one category (social interaction, enjoyment, challenge, self-expression) that would lead to an individual valuing physical activity.

2Proficient

Encourages others to participate in physical activity or a specific activity.

Expresses at least one reason from at least one category (e.g., health, self-expression, social interaction, challenge, enjoyment) to describe why a person would value physical activity or a specific activity.

1Limited

Does not encourage others to participate in physical activity or a specific activity.

Limited expression of reasons why a person would value physical activity or a specific activity.

Standard 6 Examples

Summarizing the Data1. Benchmark Data Sheets

• Add names and scores to the available Excel sheets to summarize data

• Formulas compute averages of multi-part assessments, average the scores and designates performance level (A/P/L).

2. Standard Totals• Number of students in each category by each benchmark• Summarized data made available by school to stakeholders

3. Student Totals – provides overall rating for each student• Used in final data analysis

4. Data for ODE = summarized data reported to ODE • Total number of students in advanced, proficient, limited• Used to determine score on report card

Professional Development & Implementation

•Ohio Department of Education Sessions• ODE Webinars

•OAHPERD Professional Development• Convention Sessions• Workshops• Online workshops

•District Level Curriculum Support

Impact of the Assessments

1. Students

2. Teachers

3. Administrators

• Advocacy & Professional Development• State model curriculum• Professional development

• Department of Education • OAHPERD• District-level

Additional Information• Ohio Department of Education

• Assessments• Data Collection file• Other information about Ohio Physical Education

• Kevin Lorson• [email protected]

• Steve Mitchell• [email protected]

Advocacy, Assessment, & Accountability: Ohio’s Physical Education Assessments Kevin Lorson, Ph.D....

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