Assessment Tools for Skills and Fitness

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Assessment Tools for Skills and Fitness
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Typical Assessment Practices

• Select the activity or unit
• Determine goals for the unit
• Decide what will be taught
• Teach the unit
• Assess
• Move to the next unit

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Standards-Based Instruction

• Select the standards you wish to address
• Choose the appropriate course of study
• Determine how you will know of the standard has
  been met (design the assessment)
• Write the rubric
• Design the instruction
• Practice continuous assessment and instruction to
  reach your goal or target (as noted in Best
  Practices document, page 2teacher monitors and
  assesses students during activity)

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Standards-Based Instruction

• A curriculum designed to enable students to reach
  content standards that utilizes a
  backward-mapping strategy

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Backward Mapping

• Begins with looking at the final goal of
  instruction (refer to Progress Report Indicators)
• Creates the assessments that will measure if
  students have reached the predetermined goals
• Develops the rubric for the assessment
• Plans instructional sequences that will allow
  students to meet the final objectives

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Assessment

• Assessment involves collecting, describing, and
  quantifying information about performance
• The main purpose of assessment should be to
  enhance student learning rather to measure it
• The most valuable assessment is diagnostic

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When Creating Assessments, Try to Work Smart"

• Use assessments to assess several domains of
  learning
• Develop assessments that have a strong learning
  component connected to them
• Let students know your criteria for judging the
  assessment when first presenting it
• Measurement is motivationallet it work for you
  to enhance learning!

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Assessments That Fail to Identify the Criteria
Are Not Really Assessments

• Criteria are necessary to evaluate the product,
  performance, or process
• Without criteria, the assessment is merely an
  instructional task

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Avoid Alligators in Water

• Performance alone is not a criterion for judging
  the effectiveness of assessment.
• A good assessment allows a student to demonstrate
  what he can do and guides the students learning
  process which results in improvement.

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Performance-Based Assessments

• Worthwhile
• Involve higher-level thinking and complex
  learning
• Representative of performance in the field
• Criteria are given with the assessment
• Assessments embedded in the curriculum
• Student work is presented publicly
• Involve both process and product

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Examples of Performance-Based Assessments

• Skills
• Fitness
• Dance

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Student Behaviors

• Usually involve teacher or peer observation
• - Game play
• - Routines
• - Teaching others or analyzing performance
• - Announcing games
• - Officiating
• - Interviews
• - Role plays
• Videotaping can make it a product to be assessed
  at a later time or date

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Game Play Can Be Used to Assess All Three Domains
As Well As Fitness

• Psychomotor
• Skills in an open environment
• Court movement
• Cognitive
• Rules
• Strategies
• When to use skills
• Affective
• Support for team members
• Ability to work with others as a unit (sharing
  v. ball hog)
• Safe game play

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Products

• Videotape
• Brochures
• Multimedia presentations
• Projects
• Portfolios

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Video Tape

• Opportunity for students to have multiple chances
  to show knowledge and learning
• Student may know what to do but have a difficult
  time showing it during a live performance
• Analysis of skill performance
• Can be used to show growth or improvement
• Create an exercise video

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Brochures

• Used to demonstrate student knowledge on a topic
• - Can also become a public relations tool for
  your program
• Teachers must be careful when developing the
  rubric
• - Don't give students with access to computers
  an advantage
• - Rubric should assess content knowledge

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Multimedia Presentations

• Are used to demonstrate student knowledge on a
  topic
• If they have a video component, they also can
  demonstrate student skill
• - Excellent presentations for parent groups
• - Great public relations tool
• - Tend to capture the interest of students as
  many are very interested in technology
• Consider doing these in conjunction with a
  technology class

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Projects

• Can be group or individual
• - Design a soccer camp for middle school
  children
• - Create an issue for a magazine on a sport or
  activity of your choice complete with articles
  and appropriate advertising
• - Research a childhood game and teach it to
  youngsters at a neighboring elementary school
• If it is a group project, be sure to include a
  way to evaluate the efforts of individuals
  involved

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Portfolios

• Collection of student work or artifacts that when
  considered collectively demonstrate student
  competence or mastery of some subject area
• Excellent way to demonstrate growth or learning
  over time
• Evaluation portfolio
• - Not a scrapbook
• - Require students to reflect on and/or explain
  why they have selected the artifact as evidence
  of competence or mastery

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Possible Artifacts for a Portfolio

• Practice logs
• Evidence of playing on a recreational team
• Videotape of game play
• Brief review and/or explanation of key rules
• Written self-evaluation of current skill level,
  goals, and a means for improvement
• Newspaper article reporting the class tournament
• An essay entitled What I Learned in this Unit

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Rubrics or Scoring Guides

• The guidelines by which a performance or product
  is to be judged (refer to Progress Report
  Indicators)
• Usually are done with complex or
  performance-based assessments
• Can address product, performance, or process
• Can be of many different formats, depending on
  the purpose of the assessment