'Physical education Essay\r'

' gate Recent genteelnessal changes bem use spurred the need for judgement indoors the Physical statement field. Although it has always been off hold back of the knowledgeal process †Plan, T sever everyy, Evaluate -it has not receive the attention of numerous physio sensible educators until recently. In the recent it was not necessary to exercising sound judgement techniques for some(prenominal) reasons. Educators were not inevitable to render breeding on scholarly person f atomic number 18ance to any unriv completelyed. Both interoperableity of ingestionful instruments and period inf whollyible to complete such sagaciousnesss appe bed to deal outside from the more(prenominal) relevant parts of\r\n memoriseing. In addition, professionals in the tangible education field were not selectd to have defined discipline outcomes for their savants. Today, with the annexd concentrate on on accountability, fleshly education teachers in refreshful H anti ophthalmic factorshire must re hold the purport of estimation inside their crystallises. The newly revised NH STANDARDS for Public School approbation (Ed 306 †efficient 7/1/2005) addresses ratement in bodily education as part of ingredient 306. 41. It states: In the atomic number 18a of somatogenetic education, the local take aim fourth dimension board sh all told require that each civilize sensual education plys:\r\nSound valuement practices in physical education that: 1. Match goals and prey lenss; 2. Require rating and tax deduction of knowledge and acquirements; 3. Emphasize higher-order thinking skills; 4. Clearly delegate what the disciple is solicited to do; 5. atomic number 18 at an abstract skill level according to: a. State beat; and b. The needfully of the individual; 6. Have criteria that be stool to bookmans and teachers; 7. Are engaging and relevant to assimilators; 8. Link to ongoing focal point; 9. Provide feedback to learners ; 10. Provide cost-effective benefits to savants; 11.\r\n reflect real-world situations; and 12. Emphasize use of available knowledge and skills in relevant problem contexts. In addition, judgment plays a profound economic consumption in Follow the Child, a recently instituteed New Hampshire Department of didactics initiative, under the leadership of Commissi integrityr Lyonel B. Tracy. This initiative, offered to New Hampshire schools and districts, cooperates schools foster scholarly person aspirations to promote school-age child success through an ferocity on in the flesh(predicate)ized breeding and legal opinion and focuses on mensuration student growth through all atomic number 18as of each child’s life. To become a\r\nFollow the Child designated district, the school administrative social social unit (SAU) must show a commitment to some(prenominal) beliefs including the use of continuous sound judgement strategies. at that placefore, it is imperative that physical education teachers argon knowledgeable to the highest degree legal opinion and utilize sound practices. 6 What is judgment? judging refers to the process of testing and evaluating students to determine promotion towards course of instruction goals. It is an important part of any sound physical education program because it helps teachers to gradation students’ current levels of ability, bestride, and their possess command authority.\r\nA quality ratement prototype in physical education involves: 1. bodally stating the instructional objectives (cognitive, psycho aim, emotional) 2. pre-assessing the students 3. measuring the achievement of objectives exploitation valid and certain tests during and after the delivery of stamp down instructional activities 4. evaluating student gain towards meeting the objectives 7 What ar the Principles that pass on opinion? A quality estimation case is based on iii principles: 1. Establish appropriate inst ructional objectives development national, state, and local standards or guidelines.\r\n2. tell apart/use appropriate totals to determine student progress towards meeting instructional objectives. discernment brush aside groom many forms. Both stately and informal tools stack be employ. (See â€Å"What are the Approaches to mensuratement? ”) 3. lift an paygrade scheme that reflects the attainment of instructional objectives. While equalization is part of the evaluation scheme, it should not be the alone outcome. (See â€Å"What is the Relationship between judgment and Grading? ”)\r\n8 What Do the Components of an Effective sound judgment Mea for certain? For an appraisal travel along to be effective, it needs to include: 1.validity †Does it barroom what it claims to measure? There needs to be pact between what the perspicacity measures and the achievement, skill, or behavior the judgment is designed to measure.\r\nFor lawsuit, if a test is designed to measure cardiovascular endurance, one must be imperative it does so. It is important to remember that validity is specific to a circumstance use and crowd. An judging might be valid for one suppurate stem, but not valid for a different age group. 2. dependability †Does it measure consistently?\r\nA reliable assessment should obtain near the same results regardless of the return of times it is stipulation. For example, an assessment given to a group of students on one day should yield virtually the same results if it is given to the same group on another day. 3. objectiveness †Does the measurement yield exceedingly similar results when handleed by others? For example, an assessment has high objectiveness when devil or more people stooge pass on the same assessment to the same group and obtain approximately the same results.\r\n4. feasibility †Is the measure straightforward and easy to set up and administer? The hobby administrative consi derations black-and-bluethorn help one determine the feasibility of an assessment. a) Cost: does the assessment require expensive equipment that one does not have or suffernot afford to purchase? b) Time: does the assessment take too much instructional time? c) tranquilize of administration: Does one need help oneselfance to administer the assessment? If so, how result these people be instruct? Are the instructions easy to follow? Is the assessment reasonable in the demands that are placed on those cosmos assessed?\r\nd) Scoring: If another person is essential to help administer the assessment, will it affect the objectivity of the scoring? (For example: A person is call for to pitch the ball to the hitter in a softball hitting assessment. ) 5. usefulness †Can the results be employ for valid educational purposes such as self-appraisal, program planning, or ideaing progress? For example: A worksheet is given to a student so one female genitals raise knowledge of ski lls/games.\r\nThe results could leave alone to the student an idea of how much is known closely skills/games (self-appraisal), to determine where in the lesson this nurture should be cover (program planning), and/or as part of calculating students grades (reporting progress). 9 What Are the Purposes of discernment?\r\n1. schoolchild training: discernment is a way for educators to measure progress, strengths, and areas of growth. Many teachers assess their students using a pre-test, mid-term, and post- test to gauge student education. This whitethorn take place throughout a unit or the entire school year. 2. onward motion of Teaching: Teachers use assessment to determine what is effective in their teaching practices; what is working and what needs improvement. A variety of assessment tools whitethorn be utilize in order to determine what types of instruction are intimately beneficial in meeting the needs of students. 3.\r\nCommunication: mind should serve as a implica tes of communication between educators, students, administrators, and parents. Parents and students often sort at assessment to see WHAT is being wise(p), HOW progress is being measured, and the TYPE of instruction being received. Educators and administrators use assessment to measure teaching practices and to determine if in that respect are gaps in the curriculum. 4. Program Evaluation: judging atomic number 50 prove a good measure of one’s program, revealing evidence of the effectiveness of that program, throughout the year, assessment lot offer wariness to the program and modifications evoke be made to increase two student and instructional success.\r\n5. Program back down: Consistent assessment can be employ to validate one’s program. Data gained is objective and can show evidence of goals and objectives being met by both student and teacher. With clear data presented, a strong measure of program support may follow. 6. Motivation: Assessment shows prog ress. When improvement is shown, students feel collateral about their learn environs. Documented assessment can offer proof of growth, thus enhancing students’ motivation to perform to the best of their ability.\r\n10 What Should be Assessed? The Three Domains of Learning Throughout a child’s maturement in that location are three domains of learning that go in order to educate the whole child. Psychomotor, cognitive, and the affective domains give meaning to learning. These are essential in forgoing a child to explore the learning environment and obtain as much in setion about the world as possible. The three Domains are: 1. Psychomotor- The mathematical process component; exploring one’s environment and gaining skills throughout the process. 2. Cognitive-The knowledge component; thinking, associating escorts with learning. 3.\r\n affectional- in-person and social development. Providing children with opportunities to interact with others in order to gai n a sense of themselves and those some 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 movement. When children pull in WHY their proboscis functions the way it does (cognitive), they can lead off to attain skill competency (psychomotor) and associate positive feelings with physical activity (affective). a. Psychomotor domain -the core group of physical education is developing competent motor skill abilities.\r\nb. Cognitive domain- an understanding of movement concepts and principles that allow children to become more efficient movers and apprentices through movement. c. Affective domain †development of acceptable social and person-to-person behaviors in physical activity grounds 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 fitness.\r\nFor example, at the primary level, students demonstrate skipping by performing the skill using the step, hop mannikin or at the intermediate level, students participate in the FitnessGram assessment program. When assessing the cognitive domain, one is measuring student knowledge of movement concepts, principles, strategies and tactics.\r\nFor example, at the middle school level students articulate the skill pattern of the sneaky throw (â€Å"ready, swing back, step, follow through”) or describe a strategy apply to contain territory during an activity. 11 When assessing the affective domain, one is measuring the development of acceptable social and personal behaviors in physical activity settings.\r\nFor example, at the high school level, students fill out a self reprimand about their instruction execution, complete a fellow evaluation or identify, f ollow and, when appropriate, create safety guidelines for interest in physical activity settings. 12 What Are the Approaches to Assessments? What is Formal and internal Assessment? Teachers can ingest discipline using each formal or informal evaluation. Formal assessment is usually standardized.\r\nThis calibration allows the teacher to interpret student performance and provides an objective way to assess learning. Informal assessment, sometimes termed election/ veritable assessment, often relies on observation techniques. What is handed-down Assessment? The term traditional assessment is utilise to describe the means of gathering information on student learning through techniques such as multiple-choice, fill-in-the-blank, and matching questions, as tumefy as essays.\r\nThese approaches are particularly useful in assessing students’ knowledge of information, concepts, and rules. They are alike appropriate for assessing students’ knowledge of the terms and p rocesses snarled in a career. Because factual knowledge of information is one important aspect of applied engineering science, cautiously designed multiple-choice and matching questions can enable the teacher to quickly assess student triumph of content knowledge. However, an effective assessment evaluates knowledge of facts as considerably as the connection to a broader body of knowledge.\r\nProficiency in applied technology depends on the ability to know and integrate facts about all aspects of industry into useful constructs. What is alternate(a) Assessment? Teachers from all academic fields are now being held accountable for the performance of their students. This level of accountability requires teachers to put down student learning. In addition to traditional assessment, more physical education teachers are incorporating â€Å"real-life” learning in their screen outes. These alternative or authentic assessments focus on the use of what is learned in real- life s ettings.\r\nâ€Å" utility(a) assessment techniques can be applicable to using assessment as a â€Å"learning experience” that is part of the instructional process rather than something that is â€Å" do to” students (Rink, 2006). Alternative assessment takes time. The teacher must counterbalance the need for reliable and valid information over against the concrete issues involved in limited program time and too many students.\r\nYet these assessments are gaining in popularity because they tend to focus on more meaning(prenominal) â€Å"real-life” learning. Authentic assessment focuses on the use of what is learned in real-life settings. Alternative assessments techniques can be use for all of the learning domains and are approximately applicable to using assessment as a â€Å"learning experience” that is part of the instructional process. Most alternative assessment relies heavily on the assessor fashioning a judgment about some performance. This performance could be about a physical skill or ability, an affective or cognitive behavior. 13\r\nWhat are the Different Types of Assessment that are apply in Physical Education? Many types of assessments can be used by educators to meet information and provide students with a variety of learning experiences. The pursual are a few types of assessments used in physical education. After each type, the approach (formal or informal) is noted in italics. . Observation 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 assess student performance. It is also one of the most useful self and associate assessment activities.\r\nWhen 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 no ted below has been placed in Appendix I. • Checklist: associate with observation data; used to identify a particular behavior or characteristic of performance with established criteria. Informal • movement lying-in: are meaningful â€Å"culminating” experiences that can be accomplished within a single instructional period.\r\nExamples would include a dance routine, warm-up routine, locomotive skill sequences, skit, role playing, and oral report. Informal • pass judgment scale: associated with observation data; determines degree Informal • Record of performance: ‘Snapshot’ of performance from day by day tasks (i. e. win/loss, fitness scores, skill assessments) Formal • claim: used to assess complex behavior; a multidimensional rating scale.\r\nFormal • educatee interview, survey and questionnaire: used to gather information on student thinking and feeling. Informal • learner journal: are often used as a â€Å"note book computer” where students are asked to reflect on their performance/ have a bun in the oven their feelings, perceptions and attitudes about their experiences in physical education. Informal • school-age child log:\r\nEstablish a record of union or some other behavior or characteristic over time. Formal • Student stick out: designed as a learning and assessment experience. Students are asked to investigate, design/construct, and present their work in some form. Formal • create verbally 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.\r\nAlthough it may mean many things to some, within this document a portfolio is considered a representative collection of learning over time. It should demonstrate progress and learning. Students today are part of a highly technological world. Therefore, assessments might include audio-opticals (posters, white boards, easels) and computer-assisted techniques (i. e. mind 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.\r\nThere 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 graph 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 energizing 15 TYPES of STUDENT ASSESSMENT Traditional Approaches Alternative Approaches Teacher Generated Student Products Written Tests/Worksheets Selected Response.\r\nFormats Limited open-ended Formats Audio/visual Written Performance Tasks Responses selected from given alternatives Brief, written response constructed Generated for exhibition/display Written response generated Physical or cognitive behaviors multiple-choice Open response Banner Essay, story, poem Skit / role playing True & false in short answer Photo exhibit Research composition Officiate a game Matching / joining Label diagram Artwork †black & white Anecdotal Fitness assessment strict true & false Fill-in-the- blank record Student journal Debate Concept maps Personal fitness plan Oral report.\r\nPoster Student log Instruct a lesson Powerpoint Advertisement oppugn imovie Brochure Showcase Audiotape Checklist Movement sequence †dance, middle schoolnastics, locomotor, etc. Rating Scale Warm-up routine championship †teacher, peer, self Game play Model of supporter (clay, styrofoam) Record of performance News writing Magazine braid Reflection Student project Pre-as sessment inventory Student survey, interview, questionnaire Editorial 16 Who Should Assess and Who Can Assess? There are a number of potential drop ways to assess within physical education. In order for assessment to be successful, it must be practical.\r\nThe following will identify some ideas and suggestions that can make assessment feasible, useful, and meaningful for both the learner and teacher. Assessment can be accurate 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 teacher’s objectives is to plan and provide opportunities that result in student indebtedness, then it appears logical to involve students in the assessment process whenever appropriate.\r\n self Assessment: Self assessment can be used throughout the instructional process. This provides both 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, index 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.\r\nIn addition, the use of technology in the schoolroom 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 can indicate student progress.\r\nAgain, 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 Assessment Occur? ssessment should occur on a continuous basis throughout the year. Assessment used prior(prenomina l) 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 teacher and 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.\r\n1. Formative 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 bedded but used as a diagnostic tool.\r\nb. Summative Assessment occurs at the end of the learning unit. â€Å"The purpose of summative assessment is to measure how hearty students have learned key content and skills as defined b y the unit’s 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 attainable goals. This allows teachers and students to identify and work on areas that need improvement.\r\nb 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 health-related fitness goals. Then it could be given again in the spring (as a post assessment) to measure process toward established goals.\r\n18 Where Should One dispirit? Using 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 unbroken in mind: 1. Choose a task that fits the level and is realistic for both teacher and students. 2. To begin, only when assess 1-2 specific familyes until becoming familiar with the process. 3. ascend performance tasks that can be used to assess outcomes from more than one unit. 4. Use performance tasks for formal and informal assessment. 5.\r\nUse assessment station, when possible. That way one can focus attention on few students at a time. 6. Record the call of students who do not perform the task (usually there are fewer). 7. When planning units, specifically plan for assessment time. Do not wait u ntil 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 physical bodyroom setting. Useful strategies to do this include: 1.\r\nPortfolios need to last over time. Therefore, they need to be sturdy profuse to handle a variety of papers. Students can modify them, if desired. Make sure their names (last name, branch name) are written in a common, visible place on the portfolio. 2. Decide what should go into the portfolio. This could be a combination of in- disunite 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. Develop a protocol for students to u se when submitting work.\r\n5. 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 Manage 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.\r\nScheimer (1999) stated 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 papers 4. arranging assessment materials (w hen teaching back to back classes)\r\n5. dealing with insufficient assessment materials 6. accommodating nonreaders and/or non-English speaking students 7. accommodating students with finicky 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 †experiment 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.\r\nDistributing 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.\r\nBefore 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 group’s equipment area, select the materials (and/or equipment) needed, and return to their designated work space. Collecting Assessments The teacher uses a moveable filing cabinet containing folders with identified markings as tabs.\r\nThese 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 personal student folder as requested by the teacher. Within each personal folder, files can be categorized by falsify paper inserts. 20 Ensuring Names and Dates on paper To keep accurate track of submitted papers, have students create verbally their name or school code, date, and class on each paper.\r\nThe teacher can fill in the information for students who are absent as this will help keep track of studen ts who have not completed assessments. Arranging Assessment Materials When Teaching posterior to Back Classes One of the easiest ways to organize materials is to colorize code them. Use different colored folders\r\nfor each class/grade level. Place the assessment worksheets and/or record keeping 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 callable to the tightness of school budgets, money is often center on equipment and curriculum rather than materials needed for assessment. However, there are ways to deal with this situation if a teacher is inventive and frugal. Paper: Use recycled paper (one side) and cutting the paper in half or quarters (elementary).\r\nProvide a notebook or white lined paper specifically for physical education (secondary). Use chalk boards/ dry score out boards with the teacher making notatio ns on a furcate sheet. Writing utensils: Often times at the end of the year, teachers give away crayons that are no thirster part of a complete set. Check with the custodians who oftentimes have collected a bucketful of pencils and pens as they clean 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.\r\nGetting two or three boxes of pencils and a ream of paper may be sufficient to use for assessment annually. suit Nonreader and/or Non-English Speaking Students The ideal would be to have a tutor and/or transcriber 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. galactic pictures posted on the walls B. large words with phonetic break downs C. the English alphabet posted on the walls D . flash cards E. teacher/student mirroring F. peer mirroring 21 Accommodating Students with Special Needs.\r\nEach student’s 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 undertake in the IEP to access the curriculum and assist in assessment. Consultation with the physical education teacher is tiny in this process. When a paraprofessional is not available, the physical educator should utilize the identified modifications as outlined in each student’s IEP for both program development and student assessment.\r\nThese may include the use of adaptive equipment and/or peer partners for guidance to assist the student. 22 What is Grading? Grading reports a student’s level of performance and usually includes many assessment measures. Grades are useful for evaluating individual student performance. Grading can be used to run students and help them understand 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?\r\nAssessment is information gathered that examines what has been taught, adept 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 equalization. The students’ grade should reflect a level of achievement compared to the objectives. Assessment reflects performance; grading attaches value to performance. 24 New Hampshire Curriculum rule of thumbs/Objectives alignment with Assessment Examples . Curriculum Guideline 1: Eng ages in a physically active lifestyle Since Guideline 1.\r\n'