Physical education Essay

Introduction Recent procreational changes have spurred the feign on for estimation within the corporeal Education field. Although it has al representations been sort out of the instructional transit Plan, T individually, Evaluate -it has not received the attention of umpteen forcible educators until recently. In the past it was not inevitable to spend judgement techniques for around(prenominal) reasons. Educators were not required to leave al adept discipline on coachchild doing to any atomic number 53. Both pragmaticity of manipulationful instruments and time inevitable to smash such opinions appe bed to repel a mood from the to a greater extent applicable character references oft all(prenominal)ing. In addition, professionals in the corporal procreation field were not required to have specify accomplishment outcomes for their bookmans. Today, with the increased emphasis on accountability, physio put d give birthic education instructors in rude(a) Hampshire must rethink the place of appreciatement within their courses. The newly re hold open NH STANDARDS for Public School Approval (Ed 306 effective 7/1/2005) addresses valuement in somatogenic education as division of section 306. 41. It states In the argona of corporeal education, the local school board shall require that each school physical education providesSound judicial decision practices in physical education that 1. Match goals and objectives 2. Require evaluation and synthesis of familiarity and skills 3. emphasize higher- order of magnitude thinking skills 4. Clearly indicate what the pupil is asked to do 5. be at an eliminate skill take according to a. State standard and b. The of necessity of the individual 6. Have criteria that argon clear to scholars and teachers 7. atomic number 18 engaging and relevant to students 8. Link to ongoing instruction 9. Provide feed covering fire to students 10. Provide cost-effective benefits to students 11. theor ize real-world situations and 12. Emphasize use of available knowledge and skills in relevant trouble contexts. In addition, judgement plays a key federal agency in chase the Child, a recently established New Hampshire Department of Education initiative, chthonian the leadership of Commissioner Lyonel B. Tracy. This initiative, laissez passered to New Hampshire schools and districts, inspection and repairs schools foster student aspirations to promote student triumph through and through an emphasis on personalized cultivation and legal opinion and focuses on measuring student growth through all aras of each frys biography. To become aFollow the Child projectated district, the school administrative unit (SAU) must show a commitment to several beliefs including the use of persisting pass judgmentment strategies. Therefore, it is imperative that physical education teachers are informal nigh sound judgment and utilize sound practices. 6 What is discernment? perspic acity refers to the care for of streamleting and evaluating students to experience set ahead towards program goals. It is an important part of any sound physical education program because it helps teachers to trea true students authorized levels of ability, progress, and their own teachingeffectiveness.A quality opinion model in physical education involves 1. formally stating the instructional objectives (cognitive, psycho get, affective) 2. pre-assessing the students 3. measuring the achievement of objectives utilise valid and reliable tests during and after the delivery of appropriate instructional activities 4. evaluating student progress towards meeting the objectives 7 What are the Principles that Guide surveyment? A quality sound judgement model is based on triplet principles 1. gear up appropriate instructional objectives using national, state, and local standards or guidelines.2. Select/use appropriate dance steps to ensure student progress towards meeting in structional objectives. appraisal screwing take many forms. Both formal and informal tools roll in the hay be apply. (See What are the Approaches to estimation? ) 3. Develop an evaluation scheme that reflects the teaching of instructional objectives. While grading is part of the evaluation scheme, it should not be the only outcome. (See What is the Relationship among judgment and leveling? )8 What Do the Components of an Effective Assessment Measure? For an assessment footstep to be effective, it wishings to take on 1.validity Does it tone what it claims to measure? There needs to be discernment between what the assessment measures and the mathematical operation, skill, or conduct the assessment is knowing to measure.For lesson, if a test is designed to measure cardiovascular endurance, one must be confident it does so. It is important to remember that validity is specific to a ill-tempered use and break-dance. An assessment might be valid for one date group, but not valid for a different age group. 2. dependableness Does it measure consistently?A reliable assessment should run close to the resembling results regardless of the numberof times it is given. For example, an assessment given to a group of students on one day should yield about the self-importancesame(prenominal) results if it is given to the same group on an some other day. 3. objectiveness Does the metre yield highly similar results when administered by others? For example, an assessment has high objectivity when two or more people push aside administer the same assessment to the same group and obtain approximately the same results.4. feasibility Is the measure straightforward and easy to set up and administer? The followers administrative considerations may help one determine the feasibility of anassessment. a) appeal does the assessment require expensive equipment that one does not have or natesnot afford to purchase? b) Time does the assessment take too l ots instructional time? c) Ease of administration Does one need care to administer the assessment? If so, how will these people be trained? Are the instructions easy to follow? Is the assessment reasonable in the demands that are placed on those existence assessed?d) Scoring If another person is needed to help administer the assessment, will it affect the objectivity of the scoring? (For example A person is needed to pitch the ball tothe hitter in a softball hitting assessment. ) 5. usefulness Can the results be utilize for valid educational purposes such as self-appraisal, program planning, or break progress? For example A educatesheet is given to a student so one arse demonstrate knowledge of skills/games.The results could provide to the student an fancy of how much is known about skills/games (self-appraisal), to determine where in the lesson this breeding should be covered (program planning), and/or as part of calculating students grades (reporting progress). 9 What A re the Purposes of Assessment?1. bookman Learning Assessment is a style for educators to measure progress, strengths, and areas of growth. umteen teachers assess their students using a pre-test, mid-term, and post- test to gauge student acquisition. This may take place end-to-end a unit or the entire school year. 2. Improvement of Teaching Teachers use assessment to determine what is effective in their teaching practices what is working and what needs improvement. A mixing of assessment tools may be use in order to determine what types of instruction are most beneficial in meeting the needs of students. 3.Communication Assessment should serve as a crockeds of communicating between educators, students, administrators, and parents. Parents and students often look at assessment to see WHAT is being learned, HOW progress is being measured, and the TYPE of instruction being received. Educators and administrators use assessment to pronounce teaching practices and to determine if i n that respect are gaps in the curriculum. 4. course Evaluation Assessment can prove a good measure of ones program, revealing evidence of the effectiveness of that program, throughout the year, assessment can offerdirection to the program and modifications can be do to increase twain student and instructional success.5. Program Support invariable assessment can be utilize to validate ones program. Data builded is objective and can show evidence of goals and objectives being met by some(prenominal) student and teacher. With clear data presented, a strong measure of program support may follow. 6. Motivation Assessment shows progress. When improvement is shown, students musical note Positive about their learning environment. Documented assessment can offer proof of growth, thus enhancing students motivation to perform to the best of their ability.10 What Should be Assessed? The Three Domains of Learning Throughout a childs development there are three subjects of learning that exist in order to educate the whole child. Psychomotor, cognitive, and the affective domains give meaning to learning. These are subjective in allowing a child to explore the learning environment and obtain as much information about the world as possible. The three Domains are 1. Psychomotor- The deed component exploring ones environment and gaining skills throughout the process. 2. Cognitive-The knowledge component thinking, associating experiences with learning. 3.Affective-Personal and tender development. Providing children with opportunities to interact with others in order to gain a sense of themselves and those around them. Incorporation of the 3 Domains in Physical Education According to David Gallahue, in physical education the three domains are interwoven to give meaning to purport. When children understand WHY their body functions the way it does (cognitive), they can begin to attain skill competency (psychomotor) and tie dictatorial feelings with physical action m echanism (affective). a. Psychomotor domain -the heart of physical education is developing competent motor skill abilities.b. Cognitive domain- an understanding of movement concepts and principles that allow children to become more efficient movers and learners through movement. c. Affective domain development of acceptable social and personal behaviors in physical activity settings that allow for a productive learning environment with students working responsibly both individually and as members of a group. Assessment of the Three Domains in Physical Education When assessing the psychomotor domain, one is measuring the development of motor skills and health related fittingness.For example, at the primary level, students demonstrate skipping by playing the skill using the step, hop pattern or at the fair level, students participate in the fitnessGram assessment program. When assessing the cognitive domain, one is measuring student knowledge of movement concepts, principles, stra tegies and tactics.For example, at the middle school level students state the skill pattern of the underhand throw (ready, swing back, step, follow through) or describe a strategy employ to defend grime during an activity. 11 When assessing the affective domain, one is measuring the development of acceptable social and personal behaviors in physical activity settings.For example, at the high school level, students fill out a self reflection about their surgery, complete a peer evaluation or identify, follow and, when appropriate, create caoutchouc guidelines for participation in physical activity settings. 12 What Are the Approaches to Assessments? What is glob and Informal Assessment? Teachers can collect information using both formal or informal evaluation. ceremonial assessment is usually standardized.This calibration allows the teacher to interpret student accomplishment and provides an objective way to assess learning. Informal assessment, sometimes termed alternative /authentic assessment, often relies on reflectivity techniques. What is Traditional Assessment? The term conventional assessment is apply to describe the means of gathering information on student learning through techniques such as multiple-choice, fill-in-the-blank, and matching questions, as salubrious as essays.These approaches are particularly useful in assessing students knowledge of information, concepts, and rules. They are also appropriate for assessing students knowledge of the terms and processes involved in a career. Because factual knowledge of information is one important aspect of applied technology, carefullydesigned multiple-choice and matching questions can enable the teacher to quickly assess student mastery of heart knowledge. However, an effective assessment measures knowledge of facts as well as the connection to a broader body of knowledge.Proficiency in applied technology depends on the ability to know and integrate facts about all aspects of industry in to useful constructs. What is Alternative Assessment? Teachers from all donnish fields are now being held accountable for the carrying into action of their students. This level of accountability requires teachers to document student learning. In addition to handed-down assessment, more physical education teachers are incorpo military rank real-life learning in their classes. These alternative or authentic assessments focus on the use of what is learned in real- life settings.Alternative assessment techniques can be applicable to using assessment as a learning experience that is part of the instructional process rather than something that is done to students (Rink, 2006). Alternative assessment takes time. The teacher must isotropy the need for reliable and valid information against the practical issues involved in limited program time and too many students.Yet these assessments are gaining in popularity because they tend to focus on more meaningful real-life learning. trustworth y assessment focuses on the use of what is learned in real-life settings. Alternative assessments techniques can be apply for all of the learning domains and are most applicable to using assessment as a learning experience that is part of the instructional process. Most alternative assessment relies heavily on the tax assessor making a judgment about some performance. This performance could be about a physical skill or ability, an affective or cognitive behavior. 13What are the Different Types of Assessment that are apply in Physical Education? Many types of assessments can be apply by educators to collect information and provide students with a salmagundi of learning experiences. The followers are a few types of assessments used in physical education. After each type, the approach (formal or informal) is noted in italics. . ceremonial is one of the most common forms of assessment used in physical education. Observational data is a useful form of assessment for the teacher to a ssess student performance. It is also one of the most useful self and peer assessment activities.When the students are provided a set of criteria to assess their performance or the performance of others, they are learning what is important in what you are trying to teach them and learn to focus their efforts on improvement. (Rink, 2006). An example of each assessment noted below has been placed in Appendix I. burstlist associate with card data used to identify a particular behavior or characteristic of performance with established criteria. Informal Performance delegate are meaningful culminating experiences that can be accomplished within a single instructional period.Examples would include a dance routine, warm-up routine, locomotor skill sequences, skit, role playing, and oral report. Informal Rating scale associated with reflectivity data determines degree Informal Record of performance Snapshot of performance from daily assesss (i. e. win/loss, fitness scores, skill as sessments) Formal Rubric used to assess complex behavior a multidimensional rating scale.Formal schoolchild interview, survey and questionnaire used to gather information on student thinking and feeling. Informal Student journal are often used as a notebook where students are asked to reflect on theirperformance/ express their feelings, perceptions and attitudes about their experiences in physical education. Informal Student logEstablish a record of participation or some other behavior or characteristic over time. Formal Student throw outdoor(a) designed as a learning and assessment experience. Students are asked to investigate, design/construct, and present their work in some form. Formal Written test/worksheet Is the most common form of assessment in all content areas. It is considered the best way for teachers to determine student knowledge. Formal A portfolio has not been listed above as a type of student assessment.Although it may mean many things to some, within this document a portfolio is considered a representative charm of learning over time. It should demonstrate progress and learning. Students today are part of a highly technological world. Therefore, assessments might include audio- oculars (posters, smock boards, easels) and computer- serve uped techniques (i. e. top dog mapping, imovies, powerpoint, movement skill videos). These knowledge or performance assessments can be compiled in an electronic portfolio that would demonstrate learning over time. 14 Types of Student Assessment Used in Physical Education.There are many types of assessments that can be used by teachers to collect information. The type of assessment chosen needs to match the student learning goals. The chart on the following page is an attempt to provide several examples of both traditional and alternative assessments. The format was modified from the following resource Hopple, C. J. (1995). Teaching for outcomes in elementary physical education. Champaign, IL Human Kinetic 15 TYPES of disciple ASSESSMENT Traditional Approaches Alternative Approaches Teacher Generated Student Products Written Tests/Worksheets Selected Response.Formats throttle Open-ended Formats Audio/visual Written Performance Tasks Responses selected from given alternatives Brief, scripted response constructed Generated for revealion/display Written response generated Physical or cognitive behaviors Multiple-choice Open response Banner Essay, story, poem Skit / role playing True & false Short answer Photo exhibit Research write up Officiate a game Matching / connection Label diagram Artwork black & white Anecdotal Fitness assessment Corrective true & false Fill-in-the- blank Videotape Student journal Debate Concept maps Personal fitness plan literal report. poseer Student log Instruct a lesson Powerpoint Advertisement audience imovie Brochure Showcase Audiotape Checklist Movement sequence dance, gymnastics, locomotor, etc. Rating home plate Warm-up routine Rubric tea cher, peer, self Game play manakin of athlete (clay, styrofoam) Record of performance Newspaper Magazine construction reproof Student project Pre-assessment inventory Student survey, interview, questionnaire Editorial 16 Who Should Assess and Who Can Assess? There are a number of probable ship canal to assess within physical education. In order for assessment to be successful, it must be practical.The following will identify some ideas and suggestions that can make assessment feasible, useful, and meaningful for both the learner and teacher. Assessment can be holy by the teacher, student, or peer. The more traditional model where the teacher is assessing is often not feasible from a practical perspective. However, if one of the teachers objectives is to plan and provide opportunities that result in student responsibility, then it appears logical to involve students in the assessment process whenever appropriate.Self Assessment Self assessment can be used throughout the instructi onal process. This providesboth a quick and practical way for the teacher to collect information. Student progress can be enter using one or more of the following tools student journal, notebook, office cards that are completed and submitted to the teacher. Teacher Assessment Simple checklists, rating scales, and/or rubrics can be used by teacher to assess student performance.In addition, the use of technology in the classroom or gymnasium can be used to assess student performance and student behavior. The videotape, CD and DVD can be viewed at a later time. Peer Assessment With clear directions from the teacher, peers can collect information that canindicate student progress.Again, checklists, rating scales, or rubrics can provide criteria for making judgments. Peer assessment requires students to focus on the criteria, allowing them to develop observation skills. For peer assessment to be effective, the teacher needs to teach the experimental process. 17 When Should Assessmen t Occur? ssessment should occur on a continuous basis throughout the year. Assessment used precedent to instruction (pre-assessment) could provide information about the students and help establish learning objectives. Assessment used during instruction can provide feedback to both the teacherand students. Finally, assessment at the end of instruction (post assessment) can determine if learning objectives were met and/or if changes or more work in a particular area is warranted.1. constructive versus Summative a. Formative Assessment is done continuously throughout the learning and instruction period. This type of assessment provides feedback that can be used to alter, fine-tune, or modify what has been done. Both teacher and student can use the information gained to improve either teaching practices or learning methods. Traditionally, this is not stratified but used as a diagnostic tool.b. Summative Assessment occurs at the end of the learning unit. The purpose of summative asses sment is to measure how well students have learned key content and skills as defined by the units learning goals and objectives (http//www. state. ct. us/sde/dtl/ta/seminarseries/online_seminars/phys_ed/4. htm) 2. Pre-Assessment versus Post Assessment a. Pre-assessment tools are used at the beginning of instruction. Results from pre- assessment are used as a basis for setting reasonable and getatable goals. This allows teachers and students to identify and work on areas that need improvement.b Post assessment tools are used at the end of the learning unit to evaluate student progress and achievement. The post assessment results can be compared to the pre assessment results to measure how well individual students have mastered content and skills and to evaluate the effectiveness of instruction. c. Some of the assessment tools may be used for both pre-assessment and post assessment. For example, the Fitnessgram can be administered in the fall (as a pre-assessment) to help establish he alth-related fitness goals. Then it could be given again in the spring (as a post assessment) to measure process toward established goals.18 Where Should One Begin? victimization performance tasks for assessment A performance task is a type of performance assessment in which students physically perform the skill or desired product to be assessed. If one chooses to use performance tasks for assessment the following suggestions should be kept in mind 1. Choose a task that fits the level and is realistic for both teacher and students. 2. To begin, only assess 1-2 specific classes until becoming familiar with the process. 3. queue performance tasks that can be used to assess outcomes from more than one unit. 4. Use performance tasks for formal and informal assessment. 5.Use assessment stations, when possible. That way one can focus attention on fewer students at a time. 6. Record the label of students who do not perform the task (usually there are fewer). 7. When planning units, speci fically plan for assessment time. Do not wait until the last minute to think about assessment. Using portfolio tasks for assessment Portfolios provide teachers with an authentic form of assessment. They can be used by teachers and students to see progress over time. Physical education teachers need to adapt the use of portfolio tasks to their unique classroom setting. Useful strategies to do this include 1.Portfolios need to last over time. Therefore, they need to be sturdy lavish to handle a variety of papers. Students can personalize them, if desired. Make sure their names (last name, first name) are written in a common, apparent place on the portfolio. 2. Decide what should go into the portfolio. This could be a compounding of in- class and out-f-class work. Examples might include fitness scores, skill checklists, journal logs, fitness logs, reflections, and worksheets. 3. Store the portfolios by class in a crate or box with handles. Store them in an accessible place. 4. Devel op a communications protocol for students to use when submitting work.5. Make sure to plan time to review the work in the portfolios. 6. Begin using portfolios with 1-2 classes. In the beginning portfolio tasks may not be necessary for every unit. 19 How Do I finagle This Thing Called Assessment? Management is crucial in implementing any assessment strategy. Establishing assessment protocols will save teachers time and effort. The first step in effective management of assessment is to develop, teach, support students in practicing assessment protocols.Scheimer (1999) declared that assessment protocols provide students with an organized method for obtaining the assessment materials (i. e., paper, pencil, or portfolio), selecting a private area in the gym to complete the assessment, and collecting the materials at the end of the assessment episode. Examples of assessment protocols include 1. distributing assessment materials 2. collecting assessments 3. ensuring names and dates on pa pers 4. arranging assessment materials (when teaching back to back classes)5. dealing with insufficient assessment materials 6. conform to nonreaders and/or non-English speaking students 7. accommodating students with special needs The following are suggestions for assessment protocols that have been used by effective teachers,both within the context of physical education and regular classroom teachers. Each protocol can have its drawbacks experimentation may lead to perfection. Each protocol may need to be modified depending upon the number of students, age/grade of students and use of student aides.Distributing Assessment Materials The key to this assessment protocol is getting the students involved. A class can be divided into smaller groups (no more than 8 students per group). Each group then has a specific equipment area where the necessary assessment materials (as well as the equipment needed for that lesson) are located.Before class begins, the teacher places the necessary assessment materials (and/or equipment) in each equipment area. When it is time to work with the assessment materials (and/or equipment), students go to their groups equipment area, select the materials (and/or equipment) needed, and fall in to their designated work space. Collecting Assessments The teacher uses a moveable filing footlocker containing pamphlets with identified markings as tabs.These 25 x 15 systems hold approximately 300 folders, depending on the amount of information collected. It is the students responsibility to submit or remove papers from the class or personalstudent folder as requested by the teacher. Within each personal folder, files can be categorized by color paper inserts. 20 Ensuring name calling and Dates on Papers To keep accurate track of submitted papers, have students write their name or school code, date, and class on each paper.The teacher can fill in the information for students who are absent as this will help keep track of students who have not completed assessments. Arranging Assessment Materials When Teaching Back to Back Classes One of the easiest ways to organize materials is to color code them. Use different colored foldersfor each class/grade level. Place the assessment worksheets and/or record property sheets to be used for that class/grade in each folder. Teachers can help students learn to find the correct folder for their class and take the materials from it. Dealing with Insufficient Assessment Materials Due to the tightness of school budgets, notes is often focused on equipment and curriculum rather than materials needed for assessment. However, there are ways to deal with this situation if a teacher is creative and frugal. Paper Use recycled paper (one side) and cutting the paper in half or quarters (elementary).Provide a notebook or white lined paper specifically for physical education (secondary). Use nut case boards/ dry erase boards with the teacher making notations on a separate sheet. Writing u tensils Often times at the end of the year, teachers give away crayons that are no longer part of a complete set. Check with the custodians who frequently have collected a bucketful of pencils and pens as they moderately the buildings after school. Upper level students may be asked to provide their own pencils or if stations are used, students can share writing implements. In addition, do not be afraid to ask business or community groups for help.Getting two or three boxes of pencils and a ream of paper may be sufficient to use for assessment annually. Accommodating illiterate person and/or Non-English Speaking Students The ideal would be to have a coach-and-four and/or translator in the gymnasium, however, not all schools budget for this. However, since visual models are a key component in helping these students, the following could be used A. large pictures posted on the walls B. large actors line with phonetic break downs C. the English alphabet posted on the walls D. splash iness cards E. teacher/student mirroring F. peer mirroring 21 Accommodating Students with fussy Needs.Each students Individualized Education Plan (IEP) should be reviewed for necessary accommodations. When a paraprofessional is available, he/she should guide students using a variety of specific modifications as specified in the IEP to access the curriculum and assist in assessment. Consultation with the physical education teacher is critical in this process. When a paraprofessional is not available, the physical educator should utilize the identified modifications as outlined in each students IEP for both program development and student assessment.These may include the use of adaptive equipment and/or peer partners for guidance toassist the student. 22 What is Grading? Grading reports a students level of performance and usually includes many assessment measures. Grades are useful for evaluating individual student performance. Grading can be used to motivate students and help them u nderstand that learning is important. Grades provide students and parents with feedback regarding progress and achievement. In addition, grades may provide insight for teachers about instructional planning and for administrative purposes. Grades are needed for student rank, credits, and promotion. 23 What is the Relationship between Assessment and Grading?Assessment is information gathered that examines what has been taught, practiced and learned. Many different assessment techniques may be used to evaluate students progress. Grading is a report on students level of performance. Goals and objectives should be set prior to assessment used for grading. The students grade should reflect a level of achievement compared to the objectives. Assessment reflects performance grading attaches value to performance. 24 New Hampshire program Guidelines/Objectives Alignment with Assessment Examples . Curriculum Guideline 1 Engages in a physically active lifestyle Since Guideline 1.