Chapter 14 Assessing Student Learning. Chapter 14 Key Points Assessment Defined as determining if and to what degree a student can demonstrate his/her.

Chapter 14

Assessing Student Learning

Chapter 14 Key Points

Assessment Defined as determining if and to what degree a student

can demonstrate his/her understanding and ability relative to identified standards of learning (Lambert, 1999)

Student must complete some type of performance goal that is evaluated against present criteria

Performance should take place in “authentic” settings Several descriptor words used to describe term,

including “alternative assessment”, “performance assessment”, “outcome assessment”, “authentic assessment”

Chapter 14 Key Points

Assessment (cont)

Children Moving uses “alternative assessment” and provides a guide to the design and selection of assessment strategies that match student learning goals

Five characteristics distinguish alternative assessment from traditional assessment

Lambert (1999) recommends seven steps to design successful alternative assessments

Five Characteristics of Alternative Assessments

Differences between Alternative and Traditional Assessment

1. Link between assessment and instruction2. Student as the primary client3. Ongoing process4. Comprised of meaningful tasks5. Criteria distributed ahead of time

Seven Steps for Teachers for Successful Alternative Assessment

1. Decide on standard or learning goal2. Decide on the content that will be learned3. Select and develop the assessment methods and

criteria4. Select appropriate instructional tasks5. Teach the tasks, focusing on maximum practice and

feedback6. Assess the students (#3)7. Use the assessment results to help students

self-correct, to evaluate student learning, to improve instruction, and to refine learning goals

Lambert (1999)

Chapter 14 Key Points

Assessment (cont) Should be linked to instructional tasks,

E.g. challenges change a task and also serve as performance assessment, allowing children to self assess how they are doing on a particular task

E.g. checking for understanding is a mini-cognitive assessment allowing teacher to know in a few seconds if children understand.

Chapter 14 Key Points

Assessment (cont) Should match learning goals e.g. from simple to

complex, from mastery of basic skills to combination of skills, to using skills in dynamic situations

Provide feedback to teacher as well as student Several assessment options available – teachers

encouraged to develop their own which are specific to their context

Alternative Assessment Options for Physical Education

1. Teacher observation 2. Exit (or entrance) slips 3. Student journals 4. Homework5. Peer observation6. Self-assessment 7. Event tasks 8. Videotaping 9. Student drawings 10. Student displays 11. Portfolios

Chapter 14 Key Points

Alternative Assessment Options

1. Teacher Observation Most common form of assessment Generally used to assess psychomotor performance Many tools for recording observational information Example: Figure 14.1

Chapter 14 Key Points

Alternative Assessment Options (cont)

2. Exit (or Entrance) Slips Short written pieces Can be done in a few minutes during or at the end of

class Designed to assess cognitive and affective goals Example: Figure 14.2

Chapter 14 Key PointsAlternative Assessment Options (cont)

3. Student Journals Written records of participation, results, responses,

feelings, perceptions/ reflections about what actually happened.

Like diaries –students write honestly and freely Designed to assess the affective domain Example: Figure 14.4

Chapter 14 Key PointsAlternative Assessment Options (cont)

4. Homework Done outside the physical education class Great for outside reading, keeping personal records or

other written work Used to practice psychomotor skills and enhance

cognitive understanding Example: Figure 14.7

Chapter 14 Key PointsAlternative Assessment Options (cont)

5. Peer Observation Students observing students Partner provides feedback to performer Used to assess competence in skill performance and

demonstration of selected critical elements See key points for teachers in the text Example: Figure 14.8

Chapter 14 Key PointsAlternative Assessment Options (cont)

6. Self-Assessment Can be used to assess psychomotor, cognitive and

affective aspects of student’s work Provides a unique opportunity to assess larger

components of a skill or the beginning use of a skill Can be used before, during or at the end of a unit to

assess achievement and to get a glimpse of a student’s feelings and attitudes

Example: Figures 14.9 and 14.10

Chapter 14 Key PointsAlternative Assessment Options (cont)

7. Event Tasks Performance tasks with multiple solutions that cane

be completed within a class period or a portion of it. Could be all psychomotor or could also include

cognitive aspects Require independent and group working skills Example: Figure 14.11 (Child’s self-designed game)

Chapter 14 Key PointsAlternative Assessment Options (cont) 8. Videotaping

Can provide a final product Students can self-analyze performance Allows students to display their knowledge and

performance of various critical aspects of a skill

9. Student Drawings Effective assessment measure because students like

to draw Options are endless Example: Figure 14.12

Chapter 14 Key PointsAlternative Assessment Options (cont)

10. Student Displays Public displays of students’ work Variety of forms such as posters, photography and

bulletin boards

Chapter 14 Key PointsAlternative Assessment Options (cont) 11. Portfolios

Collection of students’ work gathered over time Provide an opportunity for students to share the

responsibility for collecting proof of their learning A personal record of the students’ knowledge, goals,

performance etc., that reflect the purpose of your physical education program for that child

Could include many of the other assessment products

Provide a rich resource for reporting to both students and parents

Chapter 14 Key PointsAssessment (cont) Rubrics

– Provide guidelines for scoring assessment items enabling teachers and students to judge performance for specific tasks

– Make learning expectations clear– Provide feedback– Support the development of skills and understanding.– Components are:

1. criteria or essential component to be assessed2. steps of the quality or rating scale3. descriptors illustrating each of the steps as related

to the criteria

Chapter 14 Key PointsAssessment (cont) Alternative assessments can be used effectively with students

with disabilities, however rubrics require modifications Reporting Progress:

– Teachers are required to summarize and report pupil progress

– Systems that report progress and achievement (not grades) include Hartinger System Lambdin System Metz System

– Should grades be required, it is recommended to specify what the grades mean and to assess exactly what is specified

Chapter 14 Key PointsAssessment (cont) Finding the time

Although difficult to find the time, assessment is a critical component of the learning process and cannot be ignored.

Tips for minimizing waiting times during assessment1. Use technology e.g. videotapes, audiotapes and

hand-help computers to record student progress information

2. Ask for assistance from classroom teacher or another adult

3. Complete an assessment at one station while rest of class performs various tasks at other stations