Evaluation in
Physical Education
Who/What Needs
Evaluation?
 Students
 Personnel
and Administrators
 Equipment
 Program
and Facilities
Student Evaluation



Addressed in Evaluation in PE (PE 305)
What should students know and be able to
do?
Sample assessments available online from
a host of sources. Among them:

http://www.ccsu.edu/physedhltfit/faculty/cumm
iskey/assessment/assessment.html
Student Evaluation

What students should know and be able to
do is laid out in the CT standards?
What are they?
 Assessments should be aligned with the CT
standards


DO NOT base assessment on
participation and effort
Base assessment on LEARNING!
 Assessments don’t need to be painful

Student Evaluation









Identify student strengths and weaknesses
Inform teaching and curricular change
Motivate and/or challenge students
Keep students on task
Determine entry skill level
Determine grades or level of performance
Identify achievement of state/national standards
Communicate with parents/guardians
Demonstrate learning as a result of instruction
Who/What Needs
Evaluation?
 Students
 Personnel
and Administrators
 Equipment
 Program
and Facilities
Observing Personnel

Teachers
Observing personnel is different from
evaluating personnel. Being observed by a
colleague may be a bit discomforting but it
genuinely improves the quality of instruction
 Good PE programs typically have a system
for observing one another

Observing Personnel

What kind of observations would you use
in order to improve the quality of
instruction?
Observing Personnel

Peer Observations (not evaluations)
 As
a department chair or program
coordinator, require X number of peer
evaluations per year. Completed ones
will be stored
Teaching Observation-Generic
 Sample
 Create your own

Good start would be the CCSU Student
Teaching Final Evaluation

Evaluating Personnel

Evaluations procedures are laid out in
teacher contracts and are typically
negotiated by the union. They are stored
in your folder in the personnel office

Examples for teachers




Southington evaluation manual
Southington teacher eval documents
Teaching Observation-Elem PE
Create your own


Good start would be the CCSU Student Teaching Final
Evaluation
Evaluating coaches
Steps in Teacher Evaluation
If you are program coordinator or
department chair, your responsibilities
may include evaluating teachers. The
steps are as follows
1.
2.
3.
4.
5.
Determine what to evaluate
Choose or construct an instrument
Use the instrument to record the information
Evaluate or interpret the data
Make changes and reevaluate
Steps in Teacher Evaluation
1.
Determine what to evaluate

Names, feedback, interactions with students,
class atmosphere, student-student
interactions, time spent in various aspects of
the lesson, overall observations
Steps in Teacher Evaluation
2. Choose or construct an instrument


Types: event recording (something happens), student
evaluation of teacher, peer evaluation, time analysis,
spot checking
Event recording


Time or duration analysis



Interaction analysis (student teaching)
ALTPE – Academic Learning Time in PE (ST)
Can also be done as a group sample
Student evaluation

Conclusion of Dr. C’s courses
Steps in Teacher Evaluation
2. Choose or construct an instrument

Homemade (aka department created) observations



CCSU student teaching evaluation
Samples of evaluation from textbook



Example from PE 406
1, 2, 3
Many others available on the internet for free
Great resource:

Anderson, W. G. (1980). Analysis of teaching physical
education. St. Louis: Mosby Co.
Steps in Teacher Evaluation
3. Use the instrument to record the
information
4. Evaluate or interpret the data

Schedule a consultation with the reviewer or
leave in their mailbox
5. Make changes and reevaluate

Can require teachers to submit a written
reflection and possibly an action plan for
change

To conclude this section, an emphasis on
the point that non-administrative
evaluation of teachers by a department
chair, program coordinator, or informally
by a colleague, is essential to quality
instruction.

We all need feedback. In fact, good teachers
SEEK OUT feedback and incorporate the
findings.
Who/What Needs
Evaluation?
 Students
 Personnel
and Administrators
 Equipment
 Program
and Facilities
Equipment and Facilities

American Society for Testing and
Materials (ASTM)

National Operating Committee on
Standards for Athletic Equipment
(NOCSAE)

National Federation of State High School
Association (NFHS)
Who/What Needs
Evaluation?
 Students
 Personnel
and Administrators
 Equipment
 Program
and Facilities
Program & Teacher Evaluation

Your Thoughts

What are some ways of evaluating a PE
program and curriculum?
Program Evaluation

CDC



Physical Education Curriculum Analysis Tool

http://www.cdc.gov/HealthyYouth/physicalactivity/

Based on NASPE standards, developed by CDC in partnership with
experts
Components of a Quality Program
 Developed by you
CDC Guidelines for Promoting Physical Activity Among
Youth

Original Source:
http://www.cdc.gov/mmwr/preview/mmwrhtml/00046823.htm
Indicators of Quality
Instruction

NASPE materials




NASPE PE teacher evaluation tool
Parents – Rate Your PE Program
CT Teacher Inventory (non-discipline specific)
Appropriate Practices



Elementary
Middle
High School
Program and Teacher Evaluation
- Indirect Measures

Attendance, dress, and participation




After school program participation
Non-school physical activity



If more than a couple students are continually sitting
out, the program is not meeting student needs.
“Kids” will tell you if your program stinks
Difficult to measure
Remember, physical activity declines markedly from
middle school until the end of high school
Enrollment in elective classes
Program and Teacher Evaluation
- Student Fitness Levels

Many schools choose to focus on


Cognitive: Students create personal fitness plans
Fitness scores: Based upon improvement or raw score


Some teachers object to assessing fitness scores due to innate
differences between students. However, there are innate
differences between students in math, writing, and other subjects,
yet those teachers assess as a way to motivate and gauge student
learning and program effectiveness.
Caution about


Expecting all students to achieve a certain level
Setting unrealistic criteria for particular tests (e.g., a 6-minute
mile)


My suggestion would be to use the Fitnessgram Cardiovascular Assessment
(PACER test) as opposed to the mile-run.
Don’t go crazy on building fitness in class, teach them how to be fit!
Program and Teacher Evaluation
- NASPE STARS


Time
Teacher






Qualifications
Professional development
Professional involvement
Student ratio
Student health and safety
Facilities and equipment







Program mission
Curriculum
Instructional practices
Student assessment
Inclusion
Communication
Program evaluation
http://www.aahperd.org/naspe/stars/index.html
Program and Teacher Evaluation
- Student Feedback

Create a survey asking students about the
effectiveness of the PE program.
Evaluation Summary


Utilize tools such as effective practices, PECAT,
CT inventory, and NASPE PE teacher evaluation
to determine program quality
Good evaluation





Informs programmatic change
Occurs on a regular basis
Is planned
Is based on multiple data sources
Data should inform decision (evidence based
practice)
Health Education
You may be
asked to
coordinate your
school’s
wellness
program
• Required by
federal law:
Nutrition and
WIC.
Reauthorizatio
n. Act of 2004
Health Education
Diverse Topics

Health Education Topics

Continued