District-Determined Measure Example
Interpersonal Skills in Secondary Physical Education
Content Area and Grade Range: Physical Education, Grade 9-12
DDM Summary: A curricular focus on developing interpersonal skills is unique to
Physical Education, though relevant to a student’s entire educational experience.
Interpersonal skills are important because they prepare students for work and
communication with teams and individuals in all aspects of life: professional, personal,
and recreational. This measure is aimed at assessing the development of a sense of
personal responsibility and social competencies via physical activity.
Development Team: Rebecca Gauvin, Ludlow Public Schools; Carl Cyr, Smith
Vocational and Agricultural School in Northampton; Linda Davis­Delano, Springfield
College; Damon Douglas, Collaborative for Educational Services
Last updated: June 16, 2015
Table of Contents
Introduction ............................................................................................................................... 2
Administration Protocol ........................................................................................................... 2
Instrument ................................................................................................................................. 4
Scoring Guide ........................................................................................................................... 5
Measuring Growth and Setting Parameters ............................................................................ 6
Piloting....................................................................................................................................... 6
Collaborative for Educational Services – DDM – Secondary Physical Education
1
Introduction
The teacher-authors believe that it is most important to assess skills cultivated in Physical
Education (P.E.) that extend beyond the P.E. classroom. While all content areas/disciplines
work on developing interpersonal skills to some extent, they are not typically explicit in the
standards for other content areas, e.g., ELA, math, science. Such an emphasis on interpersonal
skills development is unique to P.E., wherein every secondary level activity/unit and student
assessment includes expectations for individuals to exhibit responsible personal and social
behavior that respects self and others.
While this assessment tool can be used in units on team or individual sports—e.g., lacrosse,
badminton—we only advise its use when the unit goals are related to improving the
interpersonal skills of working with others, communication, and feedback.
The DDM was created by two current P.E. teachers, the Director of Education, Preparation, and
Licensure of Physical Education from Springfield College, and two consultants from the
Collaborative for Educational Services with experience in developing assessments. As a starting
point for this collaborative, cross-district secondary level measure, the team reviewed a DDM
initiated in Ludlow public schools focused on responsible social behavior of an entire class. In
the drafting process, the team switched to an individual student measure. As written, it can be
applied to range of P.E. activities, including team and individual sports, dance, fitness, and
team-building activities.
Table of Test Specifications
This measure is aligned1 with:
● SHAPE America National Standards for Physical Education (National)
○ Standard 4: The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
● MA Comprehensive Health Curriculum Framework (MA CF)
○
○
1
Pre-K–12 Standard 2: Physical Activity and Fitness: Students can increase their
awareness of the benefits of physical activity and fitness through knowledge about how the
body functions. By identifying and experiencing the relationship of exercise to overall
health, applying important social skills and safety in physical activity, integrating learning
movement with other modes of learning, and practicing strategies to respond to stress,
students can enhance their overall health and wellness.
Pre-K–12 Standard 7: Interpersonal Relationships: Students will learn that relationships
with others are an integral part of the human life experience and the factors that contribute
to healthy interpersonal relationships. They will also acquire skills to enhance and make
many of these relationships more fulfilling through commitment and communication.
Click for detailed national standards and state standards.
Collaborative for Educational Services – DDM – Secondary Physical Education
2
Content (Standard)
Low
Working with others and
demonstrating leadership (MA CF
High
Easy
Moderate
1
Hard
%
1
33%
2.15, 2.27; National S4M4, S4M5, S4H2)
Using communication skills to
promote positive team/group
1
33%
1
dynamics (MA CF 2.7; National S4H3)
Listening to, responding to, and
using feedback to improve
performance (MA CF 2.14, 7.2, 7.5;
1
1
33%
67%
100%
National S4M3, S4H4)
% of Total Items
33%
67%
0%
33%
Administration Protocol
At least twice a year, and preferably at the beginning and end of a semester or year, observe
students engaged in an activity and score the student’s proficiency with interpersonal
(teamwork) skills using the rubric. We believe that this observation and rubric can be applied to
almost any P.E. activity, and therefore do not recommend the use of any particular activity.
These activities may be conducted with the whole class or in small groups. You could choose
to observe the first unit in the semester/year and the last unit, or you could observe the same
activity throughout the year to see how individuals change their approach under the same
expectations.
To achieve calibration, or a uniform, district-wide consensus on how to rate performances using
the rubric, we strongly recommend a couple of practices:
● Videotaping, which allows for:
○ More thorough observation of individuals
○ Less distraction from teaching tasks such as off task behavior, feedback
to students
○ More effective utilization of the rubric
● Collaborative scoring with other teachers within the district or region, options for which
include:
○ During a pilot period (or, if you deem appropriate, at every administration of the
assessment), include two or more teachers (or even administrators) in scoring a
class based on the same video; discuss afterward where and why their scores
differ for a subset of the students shown in the video.
○ During a pilot period (or, if you deem appropriate, at every administration of the
assessment), include two or more teachers (or even administrators) in scoring a
live class, comparing notes afterward and coming to consensus.
Collaborative for Educational Services – DDM – Secondary Physical Education
3
○
●
During a pilot period (or, if you deem appropriate, at every administration of the
assessment), when administering the assessment alone and not able to
videotape, assess students over a period of 3-4 classes to ensure careful
consideration of each individual to give a fair rating.
In order to assess growth, we strongly recommend a minimum of eight class
meetings focused on these interpersonal skills.
Regardless of the activity, allow only safe footwear, i.e., no sandals, boots, bare feet, etc.) If
outside, use a smooth, hard surface that is free of obstructions. The activity may be a whole or
partial length of a class period.
Modifications for ELLs and/or students with disabilities
The rubric clearly identifies the expectations for all students. In order to make these
expectations clear to ELLs and students with disabilities, staff will work with the appropriate
professionals (e.g., school counselors, special education teachers) to make accommodations as
needed (e.g., use of translator, visuals, modeling) and to clarify behaviors that will be analyzed.
For students with disabilities who have very specific social skills expectations detailed in their
IEPs, the expectations for them will follow whatever is in their IEP.
We recognize that the expectations detailed in the rubric may not be appropriate for some
students from different cultural backgrounds. For example, if the expectation is to make eye
contact when communicating and a student is from a culture that does not support eye contact
during communication, teachers may exempt students from that expectation. Such an
exemption, however, may remove that student from the population included in the measure’s
growth scoring.
Instrument
See a description in Administration Protocol above. Essentially, the instrument is the
authentic Physical Education classroom environment wherein teachers explicitly expect
students to develop their skills in exhibiting responsible social and personal behavior.
In addition to various activities that require cooperation (see examples below), any team or
individual sport in which students are paired up to practice their skills and/or need to work
together as a team to be successful may be used to assess the interpersonal skills that are part
of this DDM.
Collaborative for Educational Services – DDM – Secondary Physical Education
4
Example activities
Moonball:
Resources needed: beach ball, stopwatch, hand counter
Student Instructions:
● The goal of Moonball is to get as many hits as possible of the beach ball before it hits
the ground.
● Use only your hands to hit the ball. No fists, no feet.
● No double hits (the same person cannot hit the ball twice in a row).
● You may stand in any formation.
● Everyone must be included.
● Once the ball hits the floor, the round ends.
Football Playbook:
During the football unit, students will work in teams to create a team playbook. Before students
design the books, they will have learned basic skills and positions. Students need to work
together to place people based on their strengths and weaknesses, and learn the plays and
understand their part. The students will then use these playbooks during tournament play
where they will be graded on their skills in positions and basic skills ability. It is during the
creation of the playbook that students may be observed using this DDM’s rubric.
Student Instructions:
● In your teams, create a playbook that includes five plays (two running, two
passing, and one option).
● Each play must consist of at least these five positions: quarterback, center,
guard/tackle (depending on # of students), wide receiver, and running back.
● If you have more than five students in your group, plays may also include a
tight end, another wide receiver, or running/full back.
● The plays you design should give all students in your group an opportunity to
play in each position at least once.
● Each play will be graded on neatness, creativity, and feasibility.
● Your playbook must have a title page.
Dance:
Students participate in a generational dance unit. They learn dances or moves from different
time periods from 1920’s to today. At the end of the unit they create a group dance in groups of
three to six. The students will have two class periods to work on a dance to meet all the
requirements listed below. During the creation of the dance students may be observed on their
teamwork using the rubric, such as how they work together, respect others ideas or
suggestions, problem solved to make the routine flow, time it to music, understand the ability
levels of everyone in the group, and create confidence to perform on stage in front of the class.
Student Instructions:
● Name your dance troupe.
Collaborative for Educational Services – DDM – Secondary Physical Education
5
●
Choose music from any period between the 1920s and today and create a group dance
that meets the following requirements:
The dance faces all four walls.
The group chose its own song.
The dance is at least two minutes long.
The dance is original.
● If your song has lyrics, submit them to your teacher when you perform.
Scoring Guide
After observing the P.E. class participating in the activity, score individual students on
their participation using the following rubric.
Collaborative for Educational Services – DDM – Secondary Physical Education
6
1
2
3
Working with others and demonstrating leadership
● Rarely shows a desire
to work together with
others
● A loner
● Very independent
● Some of the
time is willing to work
with others
BUT
● Wants to work
with only one or two
friends.
● Willing to work with
others.
● Will work with just
about anyone.
● Collaboration is
evident.
● Typically only
willing to follow
along.
● Does not
demonstrate
leadership skills.
4
● Works very well
with everyone.
● Seeks out those
whom others ignore
and encourages them.
● Demonstrates
leadership skills (e.g.,
attempts to resolve
conflicts, motivates
others).
Using communication skills that promote positive team/group dynamics
● Doesn’t share ideas
● often negative
● Behavior/
actions work
against team
building.
● Few ideas
shared and/or are
off-topic,
● Rarely encourages
others.
● Shares some
ideas
● Most ideas
are on topic
● Positive most
of the time
● Encourages
others.
● Offers great
ideas, all on topic.
● Uses strong
communication skills
(e.g. verbal/nonverbal
active listening with
an appropriate tone)
to promote positive
team/group
dynamics.
Listening to, responding to, and using feedback to improve performance
● Not willing to work to
improve performance
based on feedback.
● Often talks over
others
● Not willing to give
● Receptive to
some specific
corrective feedback
from the teacher.
● Willing to work
to improve individual
performance.
● Listens to others
occasionally, but
highly selective
● Independently
(without prompting
from the teacher)
● Respects/accepts
accepts and seeks out
others’ ideas/feedback
feedback
to improve performance
of self and group/team ● Acts on
feedback to improve
(often needs prompting
performance of self
by teacher).
and group/team.
● Is a good listener
● Is a very good
listener
● others air time
or listen to their
ideas.
● Not willing to
listen to everyone’s
feedback/ideas.
● Rarely dismisses
others’
ideas
● Accepts/respects
all points of view.
Collaborative for Educational Services – DDM – Secondary Physical Education
7
Measuring Growth and Setting Parameters
The team chose a pre-test/post-test approach to measuring growth, comparing skills at the
end of the year to those at the beginning of the year (or semester, depending on the school’s
scheduling). Secondary P.E. teachers on the team reviewed the rubric and determined that
there is a common expectation—regardless of how well classes perform at the outset of the
school year, i.e., students will improve their interpersonal skills by “a column” of the rubric in a
year, moving, for example, from a 1 to a 2, or a 3 to a 4 on each criterion. This means that
moderate growth is best represented by improvement of 3 to 5 points.
Parameters:
Low Growth: increase by less than 3 points
Moderate Growth: increase 3 to 5 points
High Growth: increase more than 5 points
Piloting
Secondary teachers in the development group and some volunteers from nearby districts
piloted the DDM between March 10 and May 31, 2015 (a total of four teachers). Via email, we
sent a descriptive cover letter along with a copy of the draft assessment tool, scoring rubric, and
growth parameters to participating teachers. We asked teachers to pilot the tool before the end
of March. On April 3, we sent out a Google Form survey requesting preliminary feedback (we
received one response), and suggesting that a second administration occur around the middle
to end of May. We requested follow-up feedback from that second administration on June 8,
also via a Google Form, to which we received no responses. We requested that participating
teachers share pilot student data with us, but we received data only from one of the
development group teachers.
Please see the document titled “CES Secondary PE DDM Pilot Forms and Data” for the survey
tools, summary of responses, and pilot data sample.
Based on feedback from the first survey and from conversation with the whole
development group, we made the following revisions:
● Highlight the value of videotaping student performances for accurate scoring.
● Put rubrics’ rating descriptions into bullet format for easy reading.
● Explicitly recognize the need for professional judgment in determining whether to
use this tool for whole class activities or small group activities.
● More pointedly state that it is not appropriate to use this tool with PE activities if
the goals are not specifically around developing interpersonal skills.
●
Suggest a minimum number of class meetings devoted to developing interpersonal skills
in group activities that would justify the use of this tool.
Collaborative for Educational Services – DDM – Secondary Physical Education
8
Detail of Standards and Indicators
National Physical Education Standards
●
Standard 4 The physically literate individual exhibits responsible personal and
social behavior that respects self and others.
○ S4.M3 (Standard 4. Middle School Outcome #3) Accepting feedback
■ Demonstrates self-responsibility by implementing specific
corrective feedback to improve performance. (S4.M3.6)
■ Provides corrective feedback to a peer, using teacher-generated
guidelines, and incorporating appropriate tone and other communication
skills. (S4.M3.7)
■ Provides encouragement and feedback to peers without prompting from
the teacher. (S4.M3.8)
○ S4.M4 Working with others
■ Accepts differences among classmates in physical development,
maturation and varying skill levels by providing encouragement and
positive feedback. (S4.M4.6)
■ Demonstrates cooperation skills by establishing rules and
guidelines for resolving conflicts. (S4.M4.7)
○ S4.M5 Working with others
■ Cooperates with a small group of classmates during adventure
activities, game play, or team-building activities. (S4.M5.6)
■ Cooperates with multiple classmates on problem-solving initiatives
including adventure activities, large-group initiatives and game play.
(S4.M5.8)
○ S4.H2 (Standard 4, High School Outcome #2) Rules & etiquette
■ Exhibits proper etiquette, respect for others and teamwork while
engaging in physical activity and/or social dance. (S4.H2.L1)
○ S4.H3 Working with others
■ Uses communication skills and strategies that promote
team/group dynamics. (S4.H3.L1)
○ S4.H4 Working with others
■ Accepts others’ ideas, cultural diversity and body types by
engaging in cooperative and collaborative movement projects.
(S4.H4.L2)
MA State Standards [From MA Comprehensive Health Curriculum
Framework (MA CF)]
●
Pre-K–12 Standard 2: Physical Activity and Fitness: Students can increase their
awareness of the benefits of physical activity and fitness through knowledge about how
the body functions. By identifying and experiencing the relationship of exercise to overall
health, applying important social skills and safety in physical activity, integrating learning
movement with other modes of learning, and practicing strategies to respond to stress,
Collaborative for Educational Services – DDM – Secondary Physical Education
9
●
students can enhance their overall health and wellness. Topics generally covered in
Physical Activity and Fitness include: Motor Skill Development, Fitness, and Personal
and Social Competency.
○ 2.7 Demonstrate responsible personal and social conduct used in physical
activity settings
○ 2.14 Apply advanced movement concepts and beginning game strategies to
guide and improve individual and team performance
○ 2.15 Demonstrate strategies for inclusion of all students in physical activity
settings related to strength and speed
○ 2.27 Define the functions of leadership in team sports (increasing motivation,
efficiency, and satisfaction)
Excerpt from Pre-K–12 Standard 7: Interpersonal Relationships: Students will learn
that relationships with others are an integral part of the human life experience and the
factors that contribute to healthy interpersonal relationships. Theywill acquire skills to
enhance and make many of these relationships more fulfilling through commitment
and communication.
○ 7.2 Apply both verbal and non-verbal communication skills to develop positive
relationships and improve the social environment of the school
○ 7.5 Apply attentive listening, feedback, and assertiveness skills to enhance
positive interpersonal communication
Collaborative for Educational Services – DDM – Secondary Physical Education
10