Data to the Rescue
Matthew Cummiskey
• NCATE/accreditation
Jason Clayton
Matt Kruk
Quote
• “It was the best of times, it was the worst of
times.”
• Any literary pros know the author?
• How might this quote might apply to PE?
• This presentation will be practically focused but we’ll
start with some window dressing
Importance
• Assessment is a weak area in physical
education yet education today is about
accountability. This is a problem. Any stories
from your own schools?
• Article on HS PE
Q&A
• What types of assessments are you presently
using?
• Compare this with the content being/objectives and
the assessments used?
• How well do they align?
• How well do they align in other subjects such as math?
Q&A
• What is the purpose of assessment?
• Provide students with information on their progress &
status
• Motivate students to improve their performance
• To make a judgment about the effectiveness of teaching,
the curriculum or the program
• To place students in an appropriate instructional group
• To assign student grades
• Many more….
Common Data Collection
Instruments Used in PE
In this powerpoint:
• Checklists
• Rating scales
• Rubrics
Checklists
• Best used when the performance being judged is “black
and white,” “on or off” etc. Not suitable for
performances where there are shades of gray.
• What are some examples of outcomes that can be assessed
in PE with a checklist?
• Example
Rating Scale
• Quantitative rating scale – uses numbers to distinguish
levels of performance
• How often was each individual able to find their correct heart
rate within 5 beats?
• Qualitative rating scale – uses qualifer words to
distinguish levels of performance
• S was able to position self correctly while playing a 1-2 zone
defense in basketball: always, most of the time, occasionally
and rarely.
• Any problems you see with qualitative scales?
• Example
Does Sally have a legit gripe?
Analytic Rubric
A rubric is a scale of criteria that indicates and identifies levels
of performance. It is written by the teacher before instruction
begins and shared with students. It also...
• Helps set expectations
• Facilitates self-assessment
• Helps parents feel more confident and comfortable with grading
procedures
• Most defensible with students, parents
and administrators
• Rubrics are the gold standard!
• Example from Net/Wall
Steps in writing a rubric
Practice rubric writing but first….
1. Determine levels of performance (advanced,
proficient, basic and below basic)
•
Even number of columns are better than an odd # b/c it
creates a “forced choice.” You as the teacher must decide
if the performance was “above average” or “below average.”
2. Decide on the outcomes you want to measure in the
far left column
3. Assign “weights” to the outcomes to reflect their
importance
Steps in writing a rubric
4. Write the language in the advanced column
using clear and concise language
•
Have no more than three “threads” or ideas per
outcome (row)
5. Write the “below basic” column then the middle
two (hardest to write)
•
Create performance “gaps” of a similar amount
between each row so the performance varies by a
similar degree
Group Work
• Create an authentic analytic rubric for belaying a
climber or yoga poses.
• Or select another
Using a rubric in the field
1. Print out a separate rubric for each student
•
Not recommended!
2. Create a table of outcomes across the top and
student names on the left. Leave the grid
blank. Assume all Ss get a 4 unless written
otherwise (3, 2 or 0)
Mechanics
• There are millions of rubrics on the internet
• Will show many shortly
• Easier to find one and modify it than write your own
• You do have to write your own if there’s nothing else out
there
• Different aspects of a rubric can be “weighted” to reflect
importance of the various parts
Common Rubric Mistakes
1.
Using qualifier words like usually, sometimes etc in the cells
b/c those words are very subjective. What is usually to one
person may not be to another
•
2.
Reduces reliability or the likewise two scorers will evaluate the same
performance in the same way
Having too many threads
•
If there are four threads for an outcome, one thread is “advanced”, two
are “proficient” and one is a “below basic,” how would you score it?
Questions PE
Teachers Ask:
• Should we grade students on whether they dress for PE?
• Should we grade students on the number of times they are absent?
• Tricky and different from other subjects
• Should we grade students on their fitness level? (Presidential Youth
Fitness Program)
• Should we grade students who are not skillful at all! Is it fair to them?
Appropriate practices 2009
NASPE
• Role of assessment
• appropriate practice: teacher decisions about instruction and
evaluation of student progress are based on continuous systematic
observations and assessment of student progress in relation to the final
product, as opposed to one summative evaluation. Assessment is an
integral part of planning, student feedback and goal setting.
• inappropriate practice: students are evaluated and assessed
based on one or two assessments. Students are assessed using
inconsistent, arbitrary measures that do not reflect the instructional
objectives or learning opportunities.
Appropriate practices 2009
NASPE
• Achievement
• appropriate practice: assessment is based upon clearly
defined student goals related to appropriate (psychomotor, cognitive, and
affective) content. Criteria for determining student achievement are
clearly identified. Student grades are based upon individual progress
toward the achievement of predetermined goals.
• inappropriate practice: students are evaluated and graded
on non-content related factors (participation, dress, effort). Students are
graded on a single measure that is not valid or reliable.
For NASPE standards 1-6
SAMPLE ASSESSMENTS
NASPE 1
Demonstrates competency in motor skills and movement
patterns needed to perform a variety of physical activities
NASPE 1
• Scoring rubric - authentic, or rotating station, or pull-out group
•
•
•
•
•
•
Generic Rubrics for Several Activities
Basketball 4th (skill testing)
Jumping 1st
Underhand VB Serve
Strategy
Several sample rubrics
• Checklist – whole class
NASPE 1
• Create and demonstrate a routine (gymnastics, dance) including
grades for being an audience member
• Self-Assessment – student assessment of oneself
• Catching example
• Peer Assessment - students assessment of one another
• Students give feedback on the cues only
• Teacher should practice with students the giving and receiving of meaningful
feedback
• Establish guidelines:
• Give corrective and positive feedback together
• Give only positive feedback
• 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
NASPE 1
• WCU psychomotor rubrics for activity classes (majors
must average a 3.0 or repeat the assessment)
• Belay technique, folk dance, swing dance, badminton, tennis,
volleyball, basketball, field hockey, lacrosse, soccer, ultimate
• No longer teaching field hockey or lacrosse
• PE programs must balance breadth and depth and teach activities more
than once per year
• Canton Charter PE
• Great resource posted online from a middle school PE teacher
• Example assessment
NASPE 2
Demonstrates understanding of movement concepts, principles,
strategies, and tactics as they apply to the learning and
performance of physical activities
NASPE 2
•
•
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)
•
•
•
•
•
•
Many available on PECentral
http://www.pecentral.org/assessment/paperandpencilassess.asp
Create and post a monthly bulletin board (upper grades)
Individual or Group assignments (personal fitness program, wellness plan,
research of community physical activity opportunities)
Sportfolio (1, 2) – check on own
Check for Understanding 7-up style: Thumbs up, thumbs down
• Students can’t see one another’s answers, use a checklist for scoring
• Assess on fitness knowledge, rules, strategies, nutrition etc
•
Pedometers – Write about improvement over time, do math calculations, create
goals, etc…
NASPE 3
Participates regularly in physical activity
• K-2: Draw pictures or ask students how they
engage in physical activity at home
• 3-12: Create a home activity log in conjunction
with the regular classroom teacher
• Have parents fill out a survey about their child
NASPE 3
Participates regularly in physical activity
• 6-12: Practicum – Students required to participate in
physical activity field experiences
• Athletes are not exempted
• Form partnerships with local community resources (fitness
centers, tennis clubs, park and recreation leagues, equestrian
centers, etc) where students must have their participation
verified by a signature
• Negotiate discounts or free trial for students
• Require X number of hours per month or year; require X number
of locations per year
• According to Polar Survey, 9% of schools require something like
this (2009)
NASPE 4
Achieves and maintains a health-enhancing level of
physical fitness.
Assessing Fitness Levels – There are conflicting viewpoints on how
to assess health-related fitness. Some ideas:
 Presidential Youth Fitness Program
 Collaboration with fitnessgram, cooper institute, AAHPERD and President’s Council
 Cloud based v. traditional
 Improvement
 Students that are fit or are improving score well. Only those who are unfit and not
improving score poorly.
NASPE 4: Additional Fitness
Considerations
 I advocate creating a Cumulative Fitness Report which tracks a students
health related fitness achievement/scores 4-12. When a student leaves
elementary school, it goes with them to middle school and beyond.
 Overweight/Obese Students
• PE teachers have a responsibility to help these students
because overweight children usually become overweight
adults.
NASPE 5 & 6:
• Students will exhibit responsible personal and social behavior
that respects self and others in physical activity settings
• Students will choose physical activity for health, enjoyment,
challenge, self-expression and/or social interaction to sustain
a physically active
NASPE 5 & 6:
•
•
•
•
Farmington levels of involvement
Naugatuck daily grading scale
Hellison’s model
Journals – “The most important thing that I
learned today was…”
• Affective Rubric – scale of criteria that explains
possible levels of performance (1, 2)
Sharing Data
• Communicating data/grades is important both in
communicating student progress, measuring student
learning in terms of program improvement, and
advocacy for PE both inside and outside school.
• For example, with fitness assessments, you could send home
2-sided flyer. One side has their child’s fitnessgram results
and how to interpret them. The second side could have:
• Information about health and physical activity
• Information about the PE program
• An after-school health and physical activity workshop sponsored by
the PE teacher
with Parents…
• Newsletter combined with…
• Report Card
Boulder:
K
1st
2nd
3rd
4th
5th
Okemos:
Fall
Spring
Irondequoit:
3-5
Maple Shade
K-5
Generic
3-5
Advocacy
• Ideas - bulletin boards, newsletters, open houses, webpages,
email blasts, parent/child activity nights, parent play days (bring a
parent to PE), themed school dances and interactive homework
to name a few (Henninger & Carlson, 2011; Lux, 2010).
• Share the data as appropriate
• Physical educators should look the part of professional educators
and become involved in “academic” matters such as IEP
meetings or writing across the curriculum while also taking the
lead in the school wellness policies. Advocacy also entails
meeting with state and national legislators about the importance
of quality PE (Grabner, 2012).
Cycle of Instruction
Plan
Teach
Assess
Thanks for attending
• Matthew Cummiskey
• mcummiskey@wcupa.edu
• Jason Clayton
• jasonclayton8890@yahoo.com
• Matt Kruk
• MK761223@wcupa.edu
• Materials available at: http://thenewPE.com
Enjoy the rest of the conference!