Authentic Physical Education
Assessment for
High School Students:
Linking NASPE Guidelines
with Grading Practices
Susan J. Loftus
Albert Einstein High School
MCPS Physical Education Winter Conference
January 27, 2004
NAPSE 1990
A Physically Educated Person:





HAS learned the skills necessary to
perform a variety of physical activities
DOES participate regularly in physical
activity
IS physically fit
KNOWS the implications of and the
benefits from involvement in physical
activity
VALUES physical activity and its
contributions to a healthful lifestyle
Physical Education
Content Standards
NASPE 1995
A physically educated person...
Demonstrates competency in
many movement forms and
proficiency in a few movement
forms.
Applies movement concepts and
principles to the learning and
development of motor skills.
Exhibits a physically active
lifestyle.
Achieves and maintains a healthenhancing level of physical fitness.
Demonstrates responsible personal and
social behavior in physical activity
settings.
Demonstrates understanding and
respect for differences among people in
physical activity settings.
Understands that physical activity
provides opportunities for enjoyment,
challenge, self expression and social
interaction.
Appropriate practices for high
school physical education
NASPE 1998

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.

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.
NASPE 2002
Assessment Series
K-12 Physical Education

Authentic Assessment of Physical
Activity for High School Students
Sarah Doolittle, Hofstra University
Tom Fay, St. Lawrence University
Standards based
assessments and
grades
“If physical education programs
have stated goals other than
participation, grades should be
based on these goals.”
Doolittle and Fay (2002), p. 21
Participation/Achievement


Attendance/dress… 40%
Daily effort/attitude/
participation ………. 30%
Knowledge (written
test)…………...…………10%
Skill (skills test)……..20%
Attendance/dress ……… 10%
Completion of formative
assessments………….. 60%

__________ Summative
assessment………….… 30%
100%
_________
100%
Doolittle and Fay (2002)

Rubrics




First Day/First Week of Unit:
describe rubrics (summative
assessment) to students, post in
gym and/or provide handout
Students know what is expected
Provide cues/details for learning
Students can self-assess and set
goals
Formative Assessments


Daily/Weekly self/peer Learning
Activities… linked to learning
necessary skills for success on
summative rubric
Credit for Completion vs.
outcome/score…
• keeps focus on learning without penalizing
students for being beginners.
• Encourages trying/effort without fear of
jeapordizing grade.
AEHS
Physical Education
• 2002-03 AEHS Physical Education Course Outline
• Grading. Evaluation in Physical Education will be
done through psychomotor, cognitive, and
affective learning objectives.
1. Daily Evaluation Points
70%
(prepared for class, participation, follows directions, on time, sportsmanship)
2. Written Evaluation
10-20%
(reading assignment, quiz, project, test)
3. Skill Evaluation
10-20%
(performance rubric)
100%
AEHS
Physical Education


2003-04 AEHS Physical Education Course Outline
Grading is based on how the student demonstrates
understanding and application of course skills and concepts
(2003 MCPS Policy IKA: Grading and Reporting). Active
participation is required to demonstrate this learning.
A. Application of Fitness Concepts
30%
B. Application of Movement Concepts
30%
C. Application of Personal and Social Responsibility Concepts
30%
D. Physical Education Reading/Writing
10%
100%
Generic Daily Rubric
(Students earn 0-4 points/day in each category)
A. Application of
Fitness Concepts
B. Application of Movement
Concepts
Skills
4
3
2
1
Strategy
Rules and
Conventions
C. Application of
Personal and Social
Responsibility
Concepts
Application of Skills
4
Proficiency level
• consistently: effective 75% of time
3
Competency/Utilization level
• less consistently: effective 50% of time
2
Control level
• inconsistency: 15-49% effective
1
Precontrol level
• rarely effective: <15%
Adapted from Graham, Holt-Hale, & Parker (1993).
Children moving.
Application of Strategy
4
Appropriate decision making, nearly
automatically
3
Correct decision, shows intent, but with
hesitation
2
Some correct decision making, but lacks
consistency
1
Little evidence of appropriate decision
making
Adapted from Rink’s Game Stages (1993), Teaching
Physical Education for Learning.
Application of
Rules and Conventions
4
Observes all rules and conventions, helps
others apply rules, assists in providing
unintertupted play
3
Observes most rules and conventions
without assistance
2
Observes major rules and conventions of
play with some assistance from others
1
Little evidence of understanding rules,
needs help from others to play
Application of Personal
and Social Responsibility
4
3
2
1
Supports/helps teammates, shows concern for other’s
positive experience, helps prevent/resolve conflicts,
shows self-direction consistent performance intensity
Shows self-direction, consistent performance
intensity and fair-play
Maintains self-control, but inconsistent performance
intensity and fair-play
Lacks self-control at times; needs reminders and
encouragement from others to participate safely
Hellison (1995).
Teaching responsibility through physical education.
Application of Fitness
Concepts
4
3
2
1
Always applies overload,
progression, specificity
concepts to all CV, Flex., ME,
MS activities
Usually….. most
Usually….. some
Occasionally… a few

Examples:
• Softball Activity Task Card
(Townsend, et. Al, 2003)
• Badminton (Doolittle & Fay, 2002)
• Golf (Loftus)
• Badminton (Loftus)
• Tennis (Loftus)
• Basketball (Loftus)


… designed to be consistent
with NASPE National
Standards for Physical
Education
… expand upon the NASPE
Standards
Maryland Physical Education
Content Standards
1
2
3
4
5
6
Exercise Physiology
Biomechanics
Social-Psychological Principles
Motor LearningPrinciples
Physical Activity
Skillfulness
References

Doolittle, S. & Fay, T. (2002). Authentic

Sport and Physical Education Publications.
Graham, G., Holt-Hale, S. & Parker, M. (1987).

assessment of physical activity for high school
students. Reston, VA: National Association for
Children Moving: A reflective approach to
teaching physical education. Mountain View,
CA: Mayfield.
Hellison, D. (1995). Teaching responsibility
through physical activity. Champaign, IL:
Human Kinetics.


National Association of Sport and Physical
Education (1998). Appropriate practices
for high school physical education.
Reston, VA: AAHPERD publications.
National Association of Sport and Physical
Education (1995). Moving into the future:
National physical education standards: A
guide to content and assessment. Reston,

VA: AAHPERD publications.
Rink, J. (1993). Teaching physical
education for learning. St. Louis: Mosby.