Performance-Based Assessment for Middle and High School Physical Education

by Lund, Jacalyn Lea; Kirk, Mary Fortman, Ph.D.

• ISBN13: 9780736032704
• ISBN10: 0736032703
• Format: Paperback
• Copyright: 2002-08-01
• Publisher: Human Kinetics

Summary

This practical resource is the first book to help teachers develop and implement performance-based assessment for middle and secondary school physical education.Whether you're a pre-service teacher or a veteran, you're sure to be called on to write assessments and provide solid data that demonstrate the outcomes for students in your physical education curriculum. Use this step-by-step book to guide youit thoroughly covers all the fundamentals of designing and implementing continuous performance-based assessment.One of the most challenging parts of assessments is writing rubricsscales that break down the skills and knowledge mastery by which to evaluate students'learning performance. This book explains how to write effective rubrics more easily and provides sample rubrics that can be tailored for different activities and students.The authors provide the following features:- Identify problem areas in traditional physical education and explain how using performance-based assessment can improve student learning. - Explain that you don't have to totally rewrite your programthey include practical guidelines for slowly working performance-based assessments into your existing curriculum. - Clearly describe different types of assessment and how to write the rubrics for each. - Demonstrate how rubrics simplify the difficult task of grading students and enable positive outcomes for both teacher and students. - Give valuable resource hints for advanced teachers developing assessments on different topics.You'll also find the following features:- 10 performance-based assessments and their corresponding rubrics - Complete performance-based assessment unit plans for team and individual sport units that you can modify and photocopy - A chapter devoted to grading methods as well as and common pitfalls and how to avoid them - A NASPE chart that spells out how standards are metPerformance-Based Assessment for Middle and Secondary Physical Educationis packed with ideas and suggestions to help teachers efficiently and effectively develop performance-based assessmentseven in large classes. Use it as a springboard for your own imagination and creativity and as a trusted tool for bringing assessment to life in your classroom so that both you and your students come out as winners.

Table of Contents

Preface	vii
Acknowledgments	x
Part I: Introduction to Performance-Based Assessment	1	(38)
The Need for Change	3	(14)
The Call for Change in Physical Education	4	(2)
Standards-Based Instruction	6	(1)
Types of Assessment in Standards-Based Instruction	6	(1)
Effect on Teaching When Standards Are Used	7	(5)
The Need to Increase the Use of Assessment in Physical Education	12	(2)
The Need to Change the Type of Assessments Used	14	(2)
Conclusion	16	(1)
What Is Continuous Performance-Based Assessment?	17	(22)
Characteristics of Performance-Based Assessment	19	(3)
Types of Performance-Based Assessments	22	(6)
How Performance-Based Assessments Change Instruction	28	(3)
Advantages of Performance-Based Assessment	31	(3)
What to Avoid When Using Performance-Based Assessments	34	(3)
Conclusion	37	(2)
Part II: Components of Performance-Based Assessment	39	(124)
Rubrics	41	(26)
What Is a Rubric?	42	(1)
Criteria for Rubrics	43	(1)
Types of Rubrics	44	(10)
Selecting Criteria	54	(1)
How to Create Rubrics	54	(5)
Special Considerations to Address When Creating Rubrics	59	(2)
Rubric Hints and Guidelines	61	(5)
Conclusion	66	(1)
Developing Performance-Based Assessments	67	(16)
Observations	67	(6)
Game Play and Modified Game Play	73	(3)
Role-Play	76	(1)
Event Tasks	77	(1)
Student Performances	77	(2)
Journals	79	(1)
Student Projects	80	(1)
Student Longs	81	(1)
Conclusion	82	(1)
Open Response Questions	83	(14)
Open Response Questions Versus Essay Questions	84	(1)
Characteristics of Open Response Questions	85	(3)
Types of Open Response Questions	88	(2)
How to Write Open Response Questions	90	(3)
Suggestions for Using Open Response Questions	93	(3)
Conclusion	96	(1)
Portfolios	97	(22)
Characteristics of Portfolios	98	(5)
Types of Portfolios	103	(1)
Portfolio Guidelines in Performance-Based Assessment	104	(11)
Evaluation of the Portfolio	115	(3)
Conclusion	118	(1)
Developing Culminating and Progressive Assessments	119	(22)
Culminating Assessments	120	(1)
Progressive Learning Activities and Assessments	121	(1)
Tumbling Unit	122	(4)
Target Archery Unit	126	(10)
Golf Unit	136	(3)
Conclusion	139	(2)
Planning for Continuous Performance-Based Assessment	141	(22)
Unit Major Focus	143	(3)
Culminating Assessment and Rubric	146	(1)
Essential Knowledge, Skills, and Abilities	147	(3)
Progressive Learning Activities and Assessments	150	(11)
Critical Resources	161	(1)
Conclusion	162	(1)
Part III: Implementing Continuous Performance-Based Assessment	163	(60)
Continuous Performance-Based Assessment in Team Sports	165	(24)
Unit Major Focus	166	(4)
Culminating Assessment and Rubric	170	(1)
Essential Knowledge, Skills, and Abilities	170	(1)
Progressive Learning Activities and Assessments	170	(1)
Critical Resources	170	(7)
How to Use the Student Soccer Portfolio	177	(1)
Conclusion	178	(11)
Effective Grading in Physical Education	189	(18)
Problems With Traditional Grading Practices	190	(4)
Grade Formats in Physical Education	194	(1)
Effectively Grading Physical Education	195	(4)
Challenges in Effective Grading Practices	199	(1)
Hints and Suggestions for More Effective Grading Practices	200	(6)
Conclusion	206	(1)
Acquiring Assessment Savvy	207	(16)
Review of the Five-Step, Standards-Based Planning Process	208	(1)
Lund and Kirk's 35 Tips for Acquiring Assessment Savvy	209	(13)
Conclusion	222	(1)
Glossary	223	(4)
Bibliography	227	(2)
Index	229	(7)
About the Authors	236