Physical education Essay Example for Free

personalized foster maturate EssayIntroduction Recent educational military actional changes have spurred the need for sagacity in spite of appearance the fleshly Education field. Although it has al flairs been fragmentise of the knowledgeal process Plan, T to each one, Evaluate -it has not received the attention of numerous tangible pedagogs until recently. In the past it was not necessary to call appraisal techniques for several reasons. Educators were not necessitate to earmark in reverberateation on school-age child performance to any iodine. twain practicality of utilisationful instruments and time needed to shade such sound judgements appe ard to emergence away from the more relevant take leaves of instruction. In addition, professionals in the tangible education field were not studyd to have defined culture outcomes for their savants. Today, with the increased emphasis on accountability, natural education instructors in New Hampshire must re deb ate the place of mind inwardly their designs. The newly revise NH STANDARDS for Public School Approval (Ed 306 effective 7/1/2005) addresses mind in physical education as part of section 306. 41. It states In the ara of physical education, the local school board shall require that each school physical education providesSound opinion practices in physical education that 1. forgather goals and objectives 2. Require evaluation and synthesis of feelledge and skills 3. Emphasize higher-order thinking skills 4. Clearly indicate what the disciple is occupyed to do 5. Are at an detach skill level according to a. State standard and b. The needs of the exclusive 6. Have criteria that be clear to savants and instructors 7. Are engaging and relevant to students 8. Link to ongoing focussing 9. nominate feedback to students 10. Provide cost-effective benefits to students 11.Reflect real-world situations and 12. Emphasize habituate of available knowledge and skills in relevant line contexts. In addition, opinion plays a key role in Follow the nestling, a recently schematic New Hampshire Department of Education initiative, under the leadership of Commissi ir Ly cardinall B. Tracy. This initiative, offered to New Hampshire schools and districts, helps schools foster student aspirations to promote student success through an emphasis on personalized acquirement and discernment and revolve aroundes on measuring student growth through all aras of each childs life. To become aFollow the Child useated district, the school administrative unit (SAU) must evince a commitment to several beliefs including the use of constant sound judgment strategies. Therefore, it is imperative that physical education instructors ar knowledgeable close to judgment and utilize strong practices. 6 What is judging? sound judgement refers to the process of testing and evaluating students to determine progress towards program goals. It is an great part of any sound phys ical education program because it helps teachers to sum of m peerlessy students current levels of ability, progress, and their own teachingeffectiveness.A quality assessment model in physical education involves 1. nominally stating the instructional objectives (cognitive, psychomotor, affective) 2. pre-assessing the students 3. measuring the feat of objectives apply reasoned and steady-going tests during and after the delivery of give up instructional activities 4. evaluating student progress towards concussion the objectives 7 What ar the Principles that Guide appraisal? A quality assessment model is based on three principles 1. do appropriate instructional objectives using national, state, and local standards or guidelines.2. Select/use appropriate measures to determine student progress towards meeting instructional objectives. Assessment lot take many an(prenominal) a(prenominal) forms. Both formal and informal tools foundation be used. (See What are the Approache s to Assessment? ) 3. smash an evaluation scheme that hypothecates the accomplishment of instructional objectives. While rank is part of the evaluation scheme, it should not be the only outcome. (See What is the Relationship betwixt Assessment and Grading? )8 What Do the Components of an Effective Assessment Measure? For an assessment measure to be effective, it needs to include 1.validity Does it measure what it claims to measure? There needs to be agreement between what the assessment measures and the performance, skill, or behavior the assessment is designed to measure.For example, 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 token use and group. An assessment might be valid for one age group, but not valid for a different age group. 2. reliability Does it measure consistently?A reliable assessment should obtain slightly the same results regardless of the numberof t imes it is given(p). For example, an assessment given to a group of students on one day should yield more or less the same results if it is given to the same group on another day. 3. objectiveness Does the measurement yield highly similar results when get byed by others? For example, an assessment has high objectivity when two or more people jackpot administer the same assessment to the same group and obtain somewhat the same results.4. feasibility Is the measure straightforward and easy to set up and administer? The following administrative considerations whitethorn help one determine the feasibility of anassessment. a) Cost does the assessment require expensive equipment that one does not have or stoolnot afford to purchase? b) Time does the assessment take too a great deal instructional time? c) Ease of administration Does one need doance to administer the assessment? If so, how leave these people be trained? Are the instructions easy to follow? Is the assessment reas onable in the demands that are placed on those being assessed?d) Scoring If another person is needed to help administer the assessment, go forth it affect the objectivity of the scoring? (For example A person is needed to pitch the freak tothe hitter in a softball hitting assessment. ) 5. usefulness Can the results be used for valid educational purposes such as self-appraisal, program planning, or reporting progress? For example A worksheet is given to a student so one can demonstrate knowledge of skills/games.The results could provide to the student an thought of how much is known about skills/games (self-appraisal), to determine where in the lesson this information should be c everywhereed (program planning), and/or as part of calculating students grades (reporting progress). 9 What Are the Purposes of Assessment?1. pupil Learning Assessment is a way for educators to measure progress, strengths, and areas of growth. Many teachers assess their students using a pre-test, mid-te rm, and post- test to gauge student teaching. This may take place throughout 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 variety of assessment tools may be used in order to determine what types of instruction are most ripe in meeting the needs of students. 3.Communication Assessment should serve as a content of communicating between educators, students, administrators, and parents. Parents and students oft look at assessment to see WHAT is being learned, HOW progress is being measured, and the character reference of instruction being received. Educators and administrators use assessment to measure out teaching practices and to determine if there are gaps in the curriculum. 4. Program 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 made to increase twain student and instructional success.5. Program Support Consistent assessment can be used to validate ones program. Data advanceed 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 progress. When improvement is shown, students feel Positive about their larn 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 discipline there are three domains of discipline that exist in order to educate the whole child. Psychomotor, cognitive, and the affective domains give inwardness to learning. These are essential in allowing a child to explore the learning environment and obtain as much information a bout the world as possible. The three Domains are 1. Psychomotor- The performance component exploring ones environment and gaining skills throughout the process. 2. cognitive-The knowledge component thinking, associating experiences with learning. 3.Affective-Personal and social 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 carnal Education According to David Gallahue, in physical education the three domains are interwoven to give meaning to strawman. When children understand WHY their ashes functions the way it does (cognitive), they can begin to attain skill competency (psychomotor) and associate positive feelings with physical action mechanism (affective). a. Psychomotor domain -the heart of physical education is developing competent motor skill abilities.b. Cognitive domain- an understanding of course concepts and principles that allow children to bec ome more efficient movers and savants through movement. c. Affective domain development of acceptable social and personal behaviors in physical activity scopes 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 byperforming the skill using the step, hop pattern 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.For example, at the middle school level students articulate the skill pattern of the underhand throw (ready, brandish back, step, follow through) or describe a strategy used to defend territory du ring 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 performance, unload a peer evaluation or identify, follow and, when appropriate, create safety guidelines for participation in physical activity settings. 12 What Are the Approaches to Assessments? What is Formal and unceremonial Assessment? Teachers can collect information using either formal or informal evaluation. Formal assessment is usually standardized.This standardization allows the teacher to experience student performance and provides an objective way to assess learning. Informal assessment, sometimes termed alternative/authentic assessment, often relies on thoughtfulness techniques. What is Traditional Assessment? The term traditional assessment is used to describe the means of gathering information on student learning th rough techniques such as multiple-choice, fill-in-the-blank, and fight backing questions, as well 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 quick assess student mastery of content knowledge. However, an effective assessment evaluates 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 into useful constructs. What is Alternative Assessment? Teachers from all academic handle are now being held accountable for the performance of their students. This level of accountability requires teachers to do cument student learning. In addition totraditional assessment, more physical education teachers are incorpo valuation real-life learning in their varietyes. 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 balance the need for reliable and valid information once morest 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. Authentic assessment focuses on the use of what is learned in real-life settings. Alternative assessments techniques can be used for all of the learning domains and are most applicable to using assessment as a learning experience t hat is part of the instructional process. Most alternative assessment relies heavily on the assessor making a belief 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 Used in Physical Education? Many types of assessments can be used by educators to collect information and provide students with a variety of learning experiences. The following are a few types of assessments used in physical education. afterwards each type, the approach (formal or informal) is noteworthy 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 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. Checklist associate with observation data used to identify a particular behavior or characteristic of performance with established criteria. Informal Performance business 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 observation data determines degree Informal Record of performance Snapshot of performance from daily tasks (i. e. win/loss, fitness scores, skill assessments) Formal Rubric used to assess complex behavior a multidimensional rating scale.Formal bookman interview, survey and questionnaire used to gather information on student thinking and feeling. Informal bookman journa l 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 project 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 collection of learning over time. It should demonstrate progress and learning. Students straightaway are part of a highly technological world. Therefore, assessments might include audio- oc ulars (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.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 STUDENT ASSESSMENT Traditional Approaches Alternative Approaches Teacher Generated Student Products Written Tests/Worksheets Selected Response.Formats Limited Open-ended Formats Audio/visual Written Performance Tasks R esponses selected from given alternatives Brief, written solution constructed Generated for awardion/display Written receipt generated Physical or cognitive behaviors Multiple-choice Open response Banner Essay, story, poem Skit / role playing True false Short answer Photo exhibit Research paper Officiate a game Matching /association Label diagram artistic creation black white Anecdotal Fitness assessment Corrective true false Fill-in-the- blank put down Student journal Debate Concept maps Personal fitness plan Oral report.Poster Student log Instruct a lesson Powerpoint Advertisement Interview imovie Brochure Showcase Audiotape Checklist Movement sequence dance, gymnastics, locomotor, and so forth Rating Scale Warm-up routine Rubric teacher, peer, self Game play Model of athletic supporter (clay, styrofoam) Record of performance Newspaper Magazine construction Reflection Student project Pre-assessment inventory Student survey, interview, questionnaire Editorial 16 Who Sho uld Assess and Who Can Assess? There are a number of capableness ways 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 correct 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. egotism Assessment Self assessment can be used throughout the instructional process. This providesboth a quick and practical way for the teacher to collect information. Student progress can be record using one or more of the following tools student journal, notebook, index cards that are comple ted 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 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 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 data-based process. 17 When Should Assessment Occur? ssessment should occur on a continuous basis throughout the year. Assessment used forward to instruction (pre-assessment) could provide information about the students and help establish learning objectives. Assessment u sed 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. 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.b. Summative Assessment occurs at the end of the learning unit. The purpose of summative assessment 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 Pos t 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.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 health-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 make? Using performance tasks for assessment A performance task is a type of pe rformance 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 housees until becoming familiar with the process. 3. adventure 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 place, when possible. That way one can focus attention on fewer students at a time. 6. Record the names of students who do not perform the task (usually there are fewer). 7. When planning units, specifically 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 s ee progress over time. Physical education teachers need to adapt the use of portfolio tasks to their unique socio-economic graderoom setting. Useful strategies to do this include 1.Portfolios need to last over time. Therefore, they need to be sturdy comely 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, visible place on the portfolio. 2. Decide what should go into the portfolio. This could be a combination of in- mark 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 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 uni t. 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.Scheimer (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 (when teaching back to back classes)5. dealing with insufficient assessment materials 6. accommodating nonreaders and/or non-English speaking students 7. accommodating students with spare needs The following a re 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.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 return to their des ignated work space. Collecting Assessments The teacher uses a moveable filing cabinet containing folders 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 Names and Dates on paper 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 up 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 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 Due to the tightness of school budgets, money is often focus 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).Provide a notebook or white lined paper specifically for physical education (secondary). Use chalk boards/ dry erase boards with the teacher making notations on a develop sheet. Writing utensils Often times at the end of the year, teachers give away crayons that are no time-consuming part of a complete set. Check with the custodians who frequently have collected a bucketful of pencils and pens as they clean the buildings after school. Upper level students m ay 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 Nonreader and/or Non-English Speaking Students The ideal would be to have a tutor 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. handsome 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.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 mod ifications 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 spark off 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?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 Curriculum Guidelines/Objectives Alignment with Assessment Examples . Curriculum Guideline 1 Engages in a physically active lifestyle Since Guideline 1.