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Grading in Health and Physical Education

Grading in Health and Physical Education. Evaluating Student Achievement. Challenges to Effective Grading Practice. What to Grade? Vague or immeasurable goals/objectives Process vs. Product? Effort vs Achievement?

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Grading in Health and Physical Education

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  1. Grading in Health and Physical Education Evaluating Student Achievement

  2. Challenges to Effective Grading Practice • What to Grade? Vague or immeasurable goals/objectives • Process vs. Product? • Effort vs Achievement? • How to Grade? Valid Assessment tools, Criteria for evaluation, weighting of multiple measurements

  3. Issues With Grading: • Read the Scenario about Jessica: Page 174 • How does this scenario reflect some of the issues faced in Grading PE? • List the issues: Use pages 174-178

  4. Meeting The Challenge: • Develop Your “Philosophy of Grading” • Develop Your “Grading System” • Develop a Method to Calculate Final Grades Efficiently

  5. BEFORE YOU TEACH: • Before you ever set foot in the school, HAVE A PLAN! *Philosophy *Objectives *Weighting *Methods

  6. Establishing a Grading Philosophy: • Identify the Purposes for Grades • Enhance Learning • Support Achievement of Goals/Objectives • Compare Grades in PE/Health vs. “Other Classes” • All 3 Learning Domains • Ability Grouping? Other Issues?

  7. Grades Must be Related to Stated Objectives: • Final grade usually reflects a combination of psychomotor, cognitive and affective achievements

  8. List Examples of PE Objectives:

  9. Looking at Those Objectives: How Do You Measure Them?

  10. “Weighting” the Domains • Three Domains • Different “Importance” • Different “weights” reflect the “importance”

  11. Let’s Take a Volleyball Unit: • Objectives: • Skills • Knowledge • Team Work • How Would YOU Weight their relative importance?

  12. WHAT you grade and HOW you grade will affect the value that students, parents and teachers will put on your PE Program! Because it REFLECTS the value YOU put on it!

  13. Develop Your System: • Criteria for Good Practice: • Validity, Reliability, Objectivity, Simplicity • In Short: FAIR

  14. If the final grade is “FAIR” • It will be based on a number of VALID measures based on GOOD TESTS! • It will be based on learning objectives in all 3 domains • It will be accurately calculated

  15. Grades Should Accurately Reflect True Achievement • Validity! • For Example: • Objective: Students will master the underhand VB serve: • Measure: Mechanics of VB serve or number of serves/attempts (!) • CHALLENGE: How do you measure “effort”?

  16. The Test Will be Consistent: • Reliability! • The more consistent the scores are, the more reliable the grade is!

  17. Grades Won’t Reflect “Personality Conflicts”… • Objectivity: • Interpretation of “good form” may vary from teacher to teacher… • Rating scales and checklists “objectify” otherwise subjective measurements

  18. Teachers Should Teach – Not Grade… • Grades are important!!! – But should never interfere with teaching and learning! • Think of ways to simplify the task

  19. “Keep It Simple Stupid” • Have a System • Explain the System • If a student is ever “surprised” by his/her grade – could it be that “The System” was either too confusing or too mysterious?

  20. Variety is Good: • Formal vs. Informal Assessment • Daily grades: 1-5 • Quick Quizzes: P/F • Student Portfolios • Formal Skills Tests

  21. One Last Word: • Grading in PE presents unique challenges to maintaining Confidentiality: How Can You protect students?

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