Connecting

Assessment
with the Four
Who ???
Domains of What ???
Physical Why ???
When ???
Education
How ???
 Question 1:
Why Assess in
Physical Education ?
○  Forces teachers to look carefully at each student

○  Determine if program is instructionally aligned

○  Understand the progress students are making

○  Accountability measure for students and teachers

 What Purpose Does
Assessment Serve?
○  Guides and directs instruction.
○  Provide students info on their progress.
○  Motivate students to improve their performance.
○  Collect objective information on students for grading
purposes.
○  Make judgment about the effectiveness of teaching.
○  Evaluate the curriculum or program
 What is Assessment
○  The measurement or collection of information
regarding the student performance of skills,
knowledge, and attitudes taught in physical
education classes

○  Assessment should answer the questions:

○  “What does this student value, understand and
what are they able to do?”
○  Instructionally- assessment should answer the
question “ What does the student need to learn
next?”
 There are 2 types of assessment
performed in Physical Education

Informal assessments (formative)- done to

obtain knowledge about student performance- this
should direct your teaching

Formal assessment (summative)- intent to affect

grading procedures
 What are we assessing???

As physical educators we are assessing in four domains

o  Cognitive domain - what students know and understand

o  Health-related physical fitness- improvements in fitness levels

o  Psychomotor-skills- what students are able to do and perform

o  Affective domain - attitudes and beliefs about the subject

List 2 assessment examples for each domain

 Let’s Look at the SHAPE America
Standard 1 The physically literate individual demonstrates
competency in a variety of motor skills and
movement patterns.

Standard 2 The physically literate individual applies knowledge of

concepts, principles, strategies and tactics related to
movement and performance.

Standard 3 The physically literate individual demonstrates the

knowledge and skills to achieve and maintain a health-
enhancing level of physical activity and fitness.

Standard 4 The physically literate individual exhibits responsible

personal and social behavior that respects self and
others.

Standard 5 The physically literate individual recognizes the value of

physical activity for health, enjoyment, challenge, self-
expression and/or social interaction
 Two types: formative and summative
Is there a difference?

Formal assessment
This should assess daily lesson goals and drive your instruction.

Formative assessment does the following:

●  Involves the students in the process of assessment and goal setting

●  Motivates students to improve their performance
●  Provides feedback for teaching effectiveness
●  Provides teachers information on current student status in relation to learning
objectives
●  Places students in appropriate instructional groups
●  Provides teachers with objective information for grading
●  Maximizes probability of instructional alignments (SHAPE America)
Summative Assessment
This should reflect student achievement of unit goals.
This is your end product.

●  Post Skills Tests

●  End of unit presentations
●  Written Tests
●  Portfolios
●  Class Projects
●  Journals
●  Skill Labs
●  Fitness Logs
Formative

1.  Assessment for learning: These ongoing assessments help students learn by
providing feedback that leads to goal setting and improvement. They also help you
adjust instruction to meet the students’ needs.(Lund and Veal, 2013)

Assessment for learning falls into the formative domain because they help students
review skills or concepts previously taught, by providing feedback about their progress in
meeting the learning outcomes. This helps to put the ownership of individual and peer
learning on the students, therefor making them accountable for their actions.

Most formative assessments are not graded because they are usually done by students as
self-assessments or peer- assessments. Any formative assessments used for grading
should be teacher-directed.

If the results of the assessment are used by the teacher to make instructional decisions or
if the results are communicated to students to improve learning, formative assessment
has occurred. (Lund and Veal, 2013)
2. Assessment of learning: These assessments are used for grading. They
are final because there is no chance for the teacher to adjust for the learners to
improve. (Lund and Veal, 2013)

This type of assessment falls into the summative domain because the
students have been taught the skills during the lessons and have had plenty of
opportunities to reflect upon their performance and practice the skills needed
to improve upon their performance.

Summative assessments are used to determine

each individual student’s growth by the end of
the unit.
Why is
affective
assessment Affective
effective? Assessment
Affective assessment deals with students perceptions ,
values, interests, attitudes, feelings…….

The affective domain encompasses the feelings,

attitudes, and dispositions that students have toward
something.

For physical educators that “something” involves

participating in physical education while demonstrating
responsible personal and social behavior (SHAPE
America Standard 4)and understanding that physical
activity provides opportunities for enjoyment, challenge,
self-expression and social interaction (SHAPE America
Standard 5).
○  When the affective
domain is assessed
properly it measures
the development of
acceptable social and
personal behaviors.
The affective domain allows you to
have students self-assess to reflect
upon their own behavior.

By doing this it
becomes instant
feed back
for the students
so that they can
set goals for their
own improvement.
 Why should we assess in the affective domain?

1.  Your students need to know what behaviors you consider important and that
you will be holding them accountable for their actions.

Common behavior traits include,

Effort (willingness to participate)

Fair play (sportsmanship) Willingness to cooperate (teamwork)

These traits may represent different things to different people, therefore it is up to

you to decide what the most important traits/behaviors are for your classes.
2.  If students care about others and act in ways to show that they care then
the class will function more efficiently and effectively.

When affective temperaments are assessed you will be able to

direct your students towards becoming more responsible young
adults therefore improving the emotional climate of your classes.
 How do we assess in the affective domain?

First, you need to define the behavior.

Next, identify the actions that are acceptable

indicators of students meeting your expectations
for the trait/behavior being assessed.

Once you have the behaviors and acceptable

indicators you can utilize checklists, rating scales,
rubrics, journals, event recording, exit slips,
anecdotal records and written tests.

The next few slides will show some examples* of these types of affective
assessments.

(* All examples of assessments are from ; Assessment-Driven Instruction in Physical Education by

Jacalyn Lund and Mary Lou Veal )
 Levels of Responsibility Checklist

Name: _____________________ Date: ____________ Class period:___________________

Directions: Check each of the behaviors you used in today’s class.

My respect:
_____ I did not make fun of others.
_____ I did not hog the equipment.
_____ I did not interfere with others.
_____ I did not interrupt when someone was talking.

My participation:
_____ I followed all directions.
_____ I tried my best.
_____ I avoided people who were trying to cause trouble.
_____ I let others participate.

My self-direction:
_____ I encouraged others.
_____ My teacher did not need to remind me to keep practicing.
_____ Even though I saw someone doing something wrong, I chose to mind my own business.

My caring:
_____ I tried to help others.
_____ I helped my teacher.
_____ I gave someone a compliment.

My improvement goal is:

_______________________________________________________________________
 Badminton Peer Assessment

Your name: __________________________ Opponent’s name:

________________________

Use this form to assess the etiquette of your opponent's. Circle 1 if the statement is not at all true,
2 if it is true some of the time, or 3 if it’s true most of the time. Please answer each question fairly
and accurately. This assessment is not part of the grade.

Never true Sometimes True

true most of
the time
Encourages others (says things like “nice shot”, “good 1 2 3
hustle”, and so on)

Wins or loses gracefully (doesn't throw temper tantrums) 1 2 3

Both partners on the other team played equally (the 1 2 3

person being rated by you did not hog the court and try
to dominate the play)

Correct calls were made; they didn’t try to cheat. 1 2 3

Courteous to others (We really enjoyed playing the other 1 2 3

team because they were so nice)
Behavior Unacceptable Passing Target Exemplary

Safety Is aware of or ignores Is cautious while participating; Uses equipment in a safe Alerts others to potential
potentially dangerous when learning something conscientious manner; stops safety hazards; is
situations: participates new, waits for assistance participating if there is constantly on the lookout
recklessly with little when appropriate; avoids potential danger and tells for potential safety
concern for others getting hurt or using others so that the situation problems and seeks to
behaviors that could harm can be corrected. correct those with easy
others fixes.

On task Constantly modifies a task Stays on task usually without Practices tasks that the When encountering a task
behavior and does not practice as a reminder or prompt from the teacher specifies; continues that is too easy or hard,
the teacher instructs; talks teacher or another person. to practice even when requests modification from
with friends instead of having limited success. the teacher; encourages
participating; moves to the others to stay on task.
end of the line to avoid
taking turns.

Effort Completes task with little Completes tasks in a Is engaged in all activities
personal exertion or satisfactory manner; does mentally and physically;
enthusiasm. activities expected by others can count on this
teacher. students performance; gives
one’s best performance;
shows persistence when
task is difficult.

Teamwork Hogs the ball; fails to Works with others to achieve Encourages goo play by Demonstrates leadership
support others; seeks to success for the team; others; allows others to and the strong desire for
dominate play. communicates with others to experience success. all students to work
ensure group success. together to accomplish a
task; willing to experience
personal sacrifice for the
good off the team.
 Journal (Prompts)
Name: ______________________________________ Date:__________________

1.  Did all members of your team have a chance to be successful? Explain your role in making
that happen. If it did not happen, what could you have done to change things?

2.  How did you help or encourage someone else today?

3.  What skills do you feel confidents about and which ones do you struggle doing?

4.  How could someone help you participate at a more competent level?

5.  If you had someone on your team who wasn’t very skilled, how could you make this person
feel welcomed?

6.  What was your favorite part of the unit?

 Event Recording

Behavioral Recording Sheet

Names Unsafe Helped others Complimented
behavior others
Sue XXX XX XXXX

Darius XXXX XX X

Jamillah X XXXXXX XXX

Maria XXXXX X

Yuan XX XXX XXX

Dwayne XXXXXX X X

T-Chart Template for Recording Behaviors

Name of Student Compliments Seen Compliments Heard

This would be a full page.
 Anecdotal Records
Name of Student: Julie Snow

Class period: 2nd Semester/marking period: 3rd quarter 2012

Comments:

3-1: Julie assisted a special needs student in class today; after her help,
others in class started helping as well; demonstrated good leadership.

3-15: Julie refused to participate; she was placed on a team with students
that she did not like and opted to sit out; I tried to encourage her, but she
refused to participate.
 Written tests
Name: _________________________________________________ Date: _______________

1.  You are practicing hitting with a 5-iron with your physical education class. You have hit your allotment of
balls. The best thing to do is:

a.  Help your neighbor hit any remaining balls.

b.  Move around class and give feedback to others.
c.  Remain at your designated spot and wait for others to finish.
d.  Go to the bulletin board to check the elements of correct form for your swing and do some practice swings.

2.  You are still practicing with your 5-iron. Following one of your swings, it slips out of your hands, landing on the
hitting range. You should:

a.  Yell at others to stop hitting an run out to retrieve your club.
b.  Run out and quickly retrieve your club.
c.  Move around class to give e feedback to others.
d.  Wait until everyone has completed hitting their balls before retrieving the club.

3.  According to golf etiquette, when on the putting green, the player who putts first is:

a.  The player whose ball is furthest from the hole.

b.  The player who is the oldest.
c.  The first person to have his or her ball hit the green.
d.  The player whose ball is closest to the hole.
What type of activities highlight
the affective domain??
○  Project Adventure activities
○  Team building activities
○  Team Sports Model
Cognitive Domain
○  mental skills (knowledge)
○  knowledge: identify, define, repeat, recognize
○  comprehension: restate, explain, discuss, describe, illustrate -
application: develop, translate, restructure, interpret, practice,
show
○  analysis: compare, contrast, categorize, differentiate
○  synthesis: design, create, predict, modify, develop, construct
○  evaluation: judge, evaluate, conclude, argue, consider, infer
Formative Assessment
○  provides feedback and information during the
instructional process, while learning is taking place.
○  measures student progress but it can also assess
your own process as a teacher. -identifies areas that
may need further improvement.
○  typically not graded and acts as
a gauge to students' learning
progress and to determine
teacher effectiveness.
○  rethink and redeliver.
Types of Formative Assessment
○  Observations
○  Homework
○  reflection journals
○  question and answer sessions
○  conferences between student
and teacher
○  in class activities where students
informally present their results
○  student feedback by answering questions about the
instruction
○  self evaluation of performance and progress
Summative Assessment
○  takes place after the learning has been completed and provides
information and feedback that sums up the teaching and learning
process.
○  Rubrics are developed around a set of
standards or expectations. They can
be given to students before the
assignment so they know exactly
what they have to do for each
criteria. Rubrics can also help you
to grade more objectively.
○  Summative assessments should
ask the question is the student
effectively able to progress to the
next part of the class?
○  should be product oriented, assess the final product
Types of Summative
Assessments
○  Exams
○  term papers
○  Projects
○  Portfolios
○  Performances
○  student evaluation of the course (teacher
effectiveness)
Health-Related
Fitness
Fitness improvements
Health-related Fitness
○  exercise activities that you do in order to try
to improve your physical health and stay
healthy.
Health-related
○  Fitness test
○  Fitness journal
○  Fitness logs
○  Class Projects
○  Portfolios
Goals for seventh-grade fitness
unit
○  1. student will understand the importance of regular physical
activity
○  2. student will identify the guidelines for participation in regular
physical activity
○  3. students will participate in physical activities of their choice,
both in class and outside of school, for at least 60 minutes per day
on most days of the week.
○  4. students will identify and explain each of the health-related
components of physical fitness.
○  5. Through participation in appropriate training activities, students
will achieve the personal fitness goals they identified at the
beginning of the semester
Sample fitness goal-setting form
Fitness Score My Activities to Follow Follow Final
comp date goal improve -up up score
onent component score score
Date: Date:
15 min
run/
Walk
Body
comp
Should
er flex
Curl-
up
Push
up
 Formative-sample
PEDOMETER RECORD
Student name________________________ Grade________
PE Teacher____________________Period__________
Pedometer Number______________
DATE STEP COUNT MVPA TIME ACTIVITY TIME
       
       
       
       
Self assess your participation today
5-AWESOME!!!!!!
4- ALMOST AWESOME!!!!!
3-NEEDS A LITTLE WORK
2-NEEDS A LOT OF WORK!!!!!
1-TRY AGAIN!!!!!!!NOT SO GOOD
Date Student rating Teacher rating
     
     
     
     
Sample Summative
○  As a group, you are to select four out of the 11 jumps we have learned listed below.
Each person in your group must perform at least 1 jump, and the routine must last 1
minute. The entire group may complete all four jumps, or you may decide to give
each person one jump each, two jumps each. Any manner in which you would like
to organize your routine is acceptable as long as all members are performing at
least one jump for the entire minute.
○  You will be evaluated on the group working to together as a unit, so you must spend
your practice time organizing your routine. Remember, not everyone can perform
the difficult jumps, but everyone can jump!!!!!!
○  The rubrics attached is your guideline fro your grade. At the completion of your 1
minute you will be recording your heart rate. You will also be recording your heart
rate before the start of the routine.
○  Here are your choices of jumps.
○  1. Two foot hop *11. Full Twister
○  2. Alternating feet
○  3. Side Swing
○  *4. Skier
○  5. Bell
○  6. Side Straddle
○  7. Windmill
○  8. Scissors
○  *9. Dr. Pepper
○  *10. Half Twister
 Component completed Point value
1. Use 4 different jumps   15

2. Jump to the beat   15

3. All members actively   20
participate
4. Perform all jumps   10
correctly
5. Selection of one of the *   15
jumps
6. Synchronized- together   10

7. Positive support among   15

group members
Name HR 1 HR 2 HR 3 HR 4
         
         
         
         
Heart Rate Record of Activity
Jump Rope Routine Grading
Your team has earned the a/an ______________ grade for your jump rope routine!!!!!!
Psychomotor Domain

○  Definition - of or pertaining to a response

involving both the brain and
motor activity.
Psychomotor
Domain
○  What skills will you assess?
○  How much time do you
have to assess these skills?
○  When will you check the
skill and how will you provide
feedback to the students so
they can improve their skills? (Formative)
○  When and how will you complete an assessment
to see what students learned?(Summative)
Formative Assessment
○  Students need to be assessed frequently to
provide feedback and allow for skill
corrections
○  Peer assessment, self assessment and
teacher assessments can all be used to
provide feedback
○  Video assessments and written assessments
are also helpful tools to help students improve
their skills
Summative Assessment
○  The summative assessment should be completed
at the end of the unit
○  The assessment should measure
the improvement for each
student and provide the student
with information about their
individual growth
○  The summative assessment can be completed as
a video assessment with written assessment
(peer, self, and teacher) or teacher observation
with written assessment.
The Value of
Video
Assessment
Psychomotor Assessment Examples
Psychomotor Assessment Examples
Psychomotor Assessment Examples