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Luke E. Kelly, Ph.D., CAPE University of Virginia
Tom Moran, CAPEJames Madison University
AAHPERD 2009Tampa, Florida
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The Need
The Challenge
A Possible Solution
Questions and Discussion
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What level do you currently teach at? Elementary Middle High School College/University
If you taught a lesson for 100 minutes, how many minutes would you spend on assessing?
Write the first three things that come to your mind when you hear the term “Assessment.”
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Teaching Level Application designed for both
Practicing teachersUniversity teacher trainers
Time spent on assessing Assessing viewed as an integrated part of teaching You need to continuously assess in order to teach
Feelings regarding assessment Love it, fun, easy, rewarding, enjoyment, self-
fulfilling, the key to my teaching, …… Hate it, time consuming, waste of time, impossible
to do in my setting, barely have enough time to teach …
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Part of the problem is terminology When I say “assessment”
I am thinking curriculum embedded, on-going, formative, qualitative, criterion-referenced, observations that are an integrated part of the teaching process
You may hear a mandated, time consuming process, that does not help your instruction, is hated by the students, and that wastes lots of your limited instructional time and primarily focuses on only one component of physical education – fitness.
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Assessment is the process used by teachers to make informed decisions about what to teach, when to teach it, and how to teach it so that it is learned by ALL students.
Assessment is also the process by which students learn – informs them what components of a skill they can and cannot currently perform.
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GENERAL SPECIFIC
Assessing Testing Evaluating Accountability
IDEA NCLB SOLs
Norm-referenced Standardized Quantitative Product oriented Summative
Criterion-referenced Qualitative Process oriented Formative
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How are motor skills traditionally taught without assessment?
Throwing example: Demonstrate the throw Emphasize why this skill is important Engage the class in an active activity involving
throwing Move around the class and give feedback as
needed Conclude with a group activity that uses throwing Encourage the students to practice outside of
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What do I need to do to learn this skill? Observe the teacher’s demonstration Task analyze the skill I observe down into its key
components Self assess myself to determine which of these
components I can already perform and which ones I still need to learn
Prioritize the components I need to learn, so I know what to concentrate on first
Figure out how to fix my performance on that component
Practice the new behavior during the class activities Show the teacher when I think I have it
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How can we work together with our students to maximize their learning? Teach them the components Assess them and let them know:
What components they can already doWhat components still need some workWhich component(s) they should focus on
Teach them how they can self-assess themselves
Plan and implement instructional activities that:Focus on specific components of the skillProvide immediate feedback
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The problem is not: Planning instruction Creating fun and challenging activities Class management
The problem is assessing competency Teachers are not being trained to competency on how to
qualitatively assess Teachers subsequently are not successful at qualitative
assessment when they teach, so that do not do it. Ability to qualitatively assess motor skills is an essential skill
for physical educators (Barret, 1979; Brown, 1982; Hoffman, 1977; Horvat, Block, & Kelly, 2007; Kelly & Melograno, 2004); Lewko, 1976; Lounsbery & Coker, 2008; Thomas & Thomas, 1983; Werder & Kalakina, 1985; Wessel & Kelly, 1986)
Physical educators are not competent in qualitative assessment (Behets, 1996; Gallo, 1999; Lounsbery & Coker, 2008; Stroot & Oslin, 1993;Veal 1992; Walkley & Kelly, 1989)
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Ability to qualitatively assess motor skills is an essential skill for physical educators need (Barret, 1979; Brown, 1982; Hoffman, 1977; Horvat, Block, & Kelly, 2007; Kelly & Melograno, 2004); Lewko, 1976; Lounsbery & Coker, 2008; Thomas & Thomas, 1983; Werder & Kalakina, 1985; Wessel & Kelly, 1986)
Physical educators are not competent in qualitative assessment (Behets, 1996; Gallo, 1999; Lounsbery & Coker, 2008; Stroot & Oslin, 1993;Veal 1992; Walkley & Kelly, 1989)
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We teach hundreds of skills You can not learn to qualitatively assess
motor skills by yourself You need immediate and accurate feedback
on the accuracy of your judgments You were taught about assessment, but in
most cases, not trained to competency in doing it
If you are not good at something and can avoid doing it, you cope and avoid
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Harness the power of computer technology CAI has been shown to be an effective way
to train teachers in assessment (Kelly & Moran, in press; Kerns, 1989; Kulik & Kulik, 1991; McKethan & Evhart, 2001; Walkley & Kelly, 1989; Williams & Tannehill, 1999)
Major problem in the past has been equipment cost and compatibility
Web-based/internet applications solve these problems
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Currently a skill specific research tool Effectiveness compared to traditional methods
MSAP more effective Validity
Does training generalize to live assessing? Effectiveness with preservice and inservice
teachersPreservice students do not act like adult learners
Goal is create a public access application Internet accessible 24/7 Include full range of skills
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TutorialLearn and internalize the focal points by seeing
correct and incorrect examplesCreate a mental image of the correct performance
Guided PracticePractice assessing students with control over the
number of trials and the speed of performanceReceive immediate focal point specific feedback
on your performance Competency Evaluation
Designed to simulate actual assessment conditions 10 clips, shown only 3 times, only in real speed Only receive summative feedback
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(Start)
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Select and assessment item MSAP uses Everyone CAN assessment items
Create a pool of 150 video clips Make a list of specific errors and correct
performances neededDo not just hope if you film enough kids you will
get all the clips you need Film students
Prompt/guide some students to get needed performances
Convert clips to Flv computer files
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Distribution of clips Tutorial – 30 clips
Correct performance of each focal pointCommon errors on each focal point
Guided Practice – 90 clipsProgram randomly selects 5 clips for each practice
trial Competency Assessment – 30 clips
Presented in sets of 10 with only summative feedback Create answer key for all clips
Have answers validated by external experts Create error explanations for each clip
Enter clip data into MSAP and test19
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Ongoing research Validity of MSAP with preservice majors and
inservice teachers Effectiveness with inservice physical education
teachers Simulated vs. real time assessment? How long does it take teachers to be trained to a
level of competency? Assessing competency retention
Continue to expand & improve MSAP Kicking Underhand roll Catch
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To teach without assessing is comparable to a carpenter building a house without a tape measure. You can work at it, probably harder than you should have to, and you will produce something, but not the best product you could have.
Curriculum embedded, on-going, qualitative assessment is the key to both effective teaching and student learning.
Only you can change your teaching behavior.
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Luke E. Kelly University of
Virginia E-mail:
[email protected] Phone: 434-924-
6194
Tom Moran James Madison
Univ. E-mail:
[email protected] Phone: 540-568-
4877
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DISCUSSION
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