Assessment Techniques for Elementary PE

Matthew Cummiskey

Temple University

…against Assessment

It takes up too much valuable timeNot important if done or not Few people understand what we do in physical educationNeed more information on assessment techniques and strategies

…for Assessment?

Identify student strengths and weaknessesInform teaching and curricular changeMotivate and/or challenge studentsDetermine entry skill levelDetermine grades or level of performanceIdentify achievement of state/national standardsCommunicate with parents/guardiansDemonstrate outcomes resulting from instruction

General Guidelines

Assessment should be geared towards standards & exit competencies (alignment) Plan – Teach – Assess – Plan – Teach – Assess – Plan – Teach – Assess ….Formative over summative assessmentLess reliance on attendance and behavior grading (not just busy, happy, good)Assessment: integral component to a dynamic & relevant curriculumType of assessment used is secondary to doing it

How are you currently

assessing?- Work in Small Groups

Psychomotor Standards

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

PA 10.5.3A. Recognize and use basic movement skills and concepts• locomotor movements (e.g., run, leap, hop)• non-locomotor movements (e.g., bend, stretch, twist)

• manipulative movements (e.g., throw, catch, kick)• relationships (e.g., over, under, beside)• movement sequence• space awareness (e.g., self-space, levels, pathways,

directions)• effort (e.g., speed, force)

Psychomotor Assessment Techniques

• Checklist – whole class• Scoring rubric (rotating station, pull-out

group)– Basketball 4th (skill testing)– Jumping 1st – Underhand VB Serve

• Video analysis• Self-Assessment• Compare picture of performance versus

skilled performance (use rubric checklist)

Peer Evaluation:• Students assessment of one another • Students give feedback on the cues only• Teacher should train students to give and receive

meaningful feedback • Establish guidelines:

– Give corrective and positive feedback together– Give only positive feedback

• Practice feedback over time• Don’t attach grades to peer feedback, completion scores

only• Advantages: socialization, teaching of others, offsets larger

class sizes, peer and self improvement, and greater interaction with the learning objectives

• Techniques: task cards, criteria sheets

Psychomotor Standards Cont.

NASPE Standard 3: Participates regularly in physical activity

PA 10.4.3A. Identify and engage in physical activities that promote physical fitness and health – K-2: Draw pictures or ask students how they engage

in physical activity at home

– 3-5: Create a home activity log in conjunction with the regular classroom teacher

Psychomotor Standards Cont.

NASPE Standard 4: Achieves and maintains a

health-enhancing level of physical fitness.

Methods of Fitness Assessment Traditional Recording Sheet

Percentile Achievement Scores 

Cognitive StandardsNASPE Standard 2: Demonstrates understanding of

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

PA 10.4.3B. Know the positive and negative effects of regular participation in moderate to vigorous physical activities

PA 10.4.3C. Know and recognize changes in body responses during moderate to vigorous physical activity – heart and breathing rate

PA 10.5.3B. Recognize and describe the concepts of motor skill development using appropriate vocabulary– form, developmental differences, critical elements, feedback

PA 10.5.3D. Identify and use principles of exercise to improve movement and fitness– FITT

PA 10.5.3F. Recognize and describe game strategies using appropriate vocabulary– faking/dodging, passing/receiving, move MOVING to be open, defending

space

Cognitive Assessment Techniques Self assessment (completion only) Peer assessment (completion only) Checks for understanding (slips of paper and put in box) Student journals or learning logs – For example, attitudes about throwing and catching

ability Traditional pencil/paper quizzes (1, 2, 3, 4, 5, 6, 7, 8, 9, 10) Bulletin board (upper grades) Group assignments (create practice plan or flexibility program) Picture project: identify &/or correct skill cues from a photograph Create a routine including grades for being an audience member Role play scenarios with assessment rubrics Sportfolio Thumbs up, thumbs down (fitness knowledge, rules, strategies, nutrition) with a checklist Gym exit survey Pedometers – Write about improvement over time, do math calculations, create goals,

etc…

Affective StandardsAffective StandardsNASPE Standard 5: Exhibits responsible personal and social NASPE Standard 5: Exhibits responsible personal and social

behavior that respects self and others in physical activity behavior that respects self and others in physical activity

settingssettings

NASPE Standard 6: Values physical activity for health, NASPE Standard 6: Values physical activity for health,

enjoyment, challenge, self-expression, and/or social enjoyment, challenge, self-expression, and/or social

interactioninteraction

PA 10.4.3F. Recognize positive and negative interactions of PA 10.4.3F. Recognize positive and negative interactions of

small group activitiessmall group activities roles (e.g., leader, follower), cooperation/sharing, on task roles (e.g., leader, follower), cooperation/sharing, on task

participationparticipation

PA 10.4.3C. Recognize conflict situations and identify PA 10.4.3C. Recognize conflict situations and identify

strategies to avoid or resolve themstrategies to avoid or resolve them walk away, I-statements, refusal skills, walk away, I-statements, refusal skills, adult interventionadult intervention

Affective AssessmentAffective AssessmentBelieve that social interaction and personal responsibility Believe that social interaction and personal responsibility

are behaviors that can be learned and assessed which are behaviors that can be learned and assessed which can be taught the same way as physical skills by can be taught the same way as physical skills by specifying objectives and designing class activities that specifying objectives and designing class activities that promote development. Affective domains include: promote development. Affective domains include: interests, appreciation, attitudes, values, enjoyment, interests, appreciation, attitudes, values, enjoyment, sportsmanship, fair play, sharing, cooperating, teamwork, sportsmanship, fair play, sharing, cooperating, teamwork, respect, honesty, caring, respect for differences, being a respect, honesty, caring, respect for differences, being a team player, compassion, and positive interactions (not team player, compassion, and positive interactions (not just effort and participation)just effort and participation)

Affective Assessment TechniquesAffective Assessment Techniques

Hellison’sHellison’s model model Scenario WorksheetScenario Worksheet Journals – “The most important thing that I Journals – “The most important thing that I

learned today was…”learned today was…” Rubric – scale of criteria that explains Rubric – scale of criteria that explains

possible levels of performance (possible levels of performance (11, , 22))

Communicating Grades

How are physical education grades currently reported?

with Parents…

Newsletter combined with… Report Card

Boulder: K 1st 2nd

3rd 4th 5th

Okemos: Fall SpringIrondequoit: 3 - 5Maple Shade

K - 5

Start small, begin with one or two classes and fewer assessment items

Expect some failures or resistance Share assessment ideas

Tips for Getting Started

Wrap Up

Additional assessments not covered

Questions??

THANKS FOR COMING!!!

Documents:– http://astro.temple.edu/~mdc49/portfolio/

conferences/presentations.htm Contact me:

– mdc49@temple.edu