 What
is it?

Summative process

Include all learning domains

Standards based

Developmentally appropriate
 What
it isn’t:

A one shot deal

Based on management issues such as:

Lacking objectivity

Embarrassing

Fitness score based
 PE
is not an academic subject
 Extremely
 PE
time consuming
teachers are unreliable in grading
 Grades
can discourage children
 Communicates
information
 Accountability
 PE
should have same status as other subjects
 New
assessment strategies improve grading
 Grading
keeps PE in educational mainstream
 Objectives
 Process
vs. Student Responsibilities
vs. Product
 Improvement
 Grading
vs. Achievement
Emphasis of Domains
 What
is the difference?

Should student responsibilities be graded?

What are some examples of student
responsibilities that should not be graded?

What are some examples of student objectives
that should be assessed and graded?
 What
do we mean by process?
 What
do we mean by product?
 What
should we grade: process or product?
 NASPE
suggests a combination of both that is
developmentally appropriate
 Improvement:

Issues with grading on improvement:


Pre and post testing
Ceiling effect
 Achievement:

Issues with grading on achievement:

One shot at grading
 How




Philosophy
Standards
Time spent on objectives
Developmental level of students
 How


do you establish a grading protocol?
do you know if it is fair?
Pilot test
Does it meet the “observation test”?