Running head: LITERATURE REVIEW TPE B
Literature Review TPE B
Melvin Campbell
National University
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LITERATURE REVIEW TPE B
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Abstract
In this paper I will review an article titled The Role of Assessment in Meeting the NASPE
Physical Education Content Standards written by Glenna Dejong, Kokinakis C. Lee, and Charles
Kuntzleman and was published in the Journal of Physical Education, Recreation Dance. I will
begin with a summary of the article and finish with a critique of the article giving my thoughts
and opinions on the topic.
LITERATURE REVIEW TPE B
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Literature Review TPE B
Summary
The NASPE content standards created a vision of the physically educated person and
laid the groundwork for setting achievable goals and objectives, for providing quality instruction,
and for assessing students on the basis of the objectives. Effective implementation of the
standards and measurement of student achievement requires the development of specific
instructional objectives, upon which student achievement and legitimate assessment rest.
Program effectiveness necessitates a close link between curriculum goals and objectives,
instructional materials, assessment, and professional development. The description of a
curricular objective includes the desired performance and performance criteria that make up the
core of assessments. The selection of an objective is only the beginning of a long process of
clearly and precisely communicating the objective and its assessment. Officials must then ask
themselves questions such as: What is the scope of the objective? What are the components of
the objective? What is the sequence of components of the objective? How is the objective used
in the real world, and what criteria demonstrate successful use? The answers to these questions
eventually lead to a clearly specified instructional objective, according to which students can be
fairly assessed. Once a clear objective is established, an assessment that parallels the objective is
easily developed. As part of a multi-year physical education program, Michigan's students
progress through many instructional objectives, each with its own performance criteria. As
students are assessed on the objectives, they and their teachers may wish to know whether their
progress is likely to lead to the eventual attainment of all physical education objectives. In
EPEC, there is a benchmark for each grade so that teachers have guidelines on how quickly to
move students through instruction on a curricular objective and to assess their progress on a
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yearly basis. Assessment provides information to students, teachers, parents, and others
regarding student achievement of the curricular objectives and benchmarks. Periodically,
teachers can use assessments to monitor student progress according to the benchmarks
established for each curricular objective.
Critique
As in any class assessment of student learning is very important, without proper
assessment we would not know where our students were in relation to mastering the standards.
With the implementation of the national and state standards, we now have a clear and unified
goal in the physical education classroom. This gives us the opportunity to develop clear
objectives for our students to attain. The use of authentic assessments such as rubrics give our
students a more clear goal which “enables a student to know what is expected by the teacher, and
knowing the expectations, may even provide an impetus for a student to work toward a higher
grade.” (Shpeherd and Mullane, 2008) Rubrics provide an equal assessment, which gives
students a clear understanding of the teachers expectations and can also serve as a reminder to
help them flow through the process of the lesson. Students, teachers, and parents all benefit from
authentic assessments such as rubrics because they provide accurate data that can be used as a
learning tool for all.
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References
Dejong, Glenna Lee, Kokinakis C. Kuntzleman, Charles. (2002). The role of assessment in
meeting the NASPE physical education content standards. Journal of Physical Education,
Recreation & Dance, 73(7), 22+, Retrieved February 26, 2015 from
http://search.proquest.com.ezproxy.nu.edu/docview/215760423?accountid=25320
Shepherd, Carol M. Mullane, Ann Mary (2008). Rubrics: The Key To Fairness In Performance
Based Assessments, Journal of College Teaching & Learning. 5(9) Retrieved February
26, 2015 from http://www.cluteinstitute.com/ojs/index.php/TLC/article/view/1231/1215