Data to the Rescue

1. Data to the Rescue Matthew Cummiskey NCATE/accreditation Jason Clayton Matt Kruk

2. Quote • “It was the best of times, it was the worst of times.” • Any literary pros know the author? • How might this quote might apply to PE? • This presentation will be practically focused but we’ll start with some window dressing

3. Importance • Assessment is a weak area in physical education yet education today is about accountability. This is a problem. Any stories from your own schools? • Article on HS PE

4. Q&A • What types of assessments are you presently using? • Compare this with the content being/objectives and the assessments used? • How well do they align? • How well do they align in other subjects such as math?

5. Q&A • What is the purpose of assessment? • Provide students with information on their progress & status • Motivate students to improve their performance • To make a judgment about the effectiveness of teaching, the curriculum or the program • To place students in an appropriate instructional group • To assign student grades • Many more….

6. Common Data Collection Instruments Used in PE In this powerpoint: • Checklists • Rating scales • Rubrics

7. Checklists • Best used when the performance being judged is “black and white,” “on or off” etc. Not suitable for performances where there are shades of gray. • What are some examples of outcomes that can be assessed in PE with a checklist? • Example

8. Rating Scale • Quantitative rating scale – uses numbers to distinguish levels of performance • How often was each individual able to find their correct heart rate within 5 beats? • Qualitative rating scale – uses qualifer words to distinguish levels of performance • S was able to position self correctly while playing a 1-2 zone defense in basketball: always, most of the time, occasionally and rarely. • Any problems you see with qualitative scales? • Example

9. Does Sally have a legit gripe?

10. Analytic Rubric A rubric is a scale of criteria that indicates and identifies levels of performance. It is written by the teacher before instruction begins and shared with students. It also... • Helps set expectations • Facilitates self-assessment • Helps parents feel more confident and comfortable with grading procedures • Most defensible with students, parents and administrators • Rubrics are the gold standard! • Example from Net/Wall

11. Steps in writing a rubric Practice rubric writing but first…. • Determine levels of performance (advanced, proficient, basic and below basic) • Even number of columns are better than an odd # b/c it creates a “forced choice.” You as the teacher must decide if the performance was “above average” or “below average.” • Decide on the outcomes you want to measure in the far left column • Assign “weights” to the outcomes to reflect their importance

12. Steps in writing a rubric • Write the language in the advanced column using clear and concise language • Have no more than three “threads” or ideas per outcome (row) • Write the “below basic” column then the middle two (hardest to write) • Create performance “gaps” of a similar amount between each row so the performance varies by a similar degree

13. Group Work • Create an authentic analytic rubric for belaying a climber or yoga poses. • Or select another

14. Using a rubric in the field • Print out a separate rubric for each student • Not recommended! • Create a table of outcomes across the top and student names on the left. Leave the grid blank. Assume all Ss get a 4 unless written otherwise (3, 2 or 0)

15. Mechanics • There are millions of rubrics on the internet • Will show many shortly • Easier to find one and modify it than write your own • You do have to write your own if there’s nothing else out there • Different aspects of a rubric can be “weighted” to reflect importance of the various parts

16. Common Rubric Mistakes • Using qualifier words like usually, sometimes etc in the cells b/c those words are very subjective. What is usually to one person may not be to another • Reduces reliability or the likewise two scorers will evaluate the same performance in the same way • Having too many threads • If there are four threads for an outcome, one thread is “advanced”, two are “proficient” and one is a “below basic,” how would you score it?

17. Questions PE Teachers Ask: • Should we grade students on whether they dress for PE? • Should we grade students on the number of times they are absent? • Tricky and different from other subjects • Should we grade students on their fitness level? (Presidential Youth Fitness Program) • Should we grade students who are not skillful at all! Is it fair to them?

18. Appropriate practices 2009 NASPE • Role of assessment • appropriate practice: teacher decisions about instruction and evaluation of student progress are based on continuous systematic observations and assessment of student progress in relation to the final product, as opposed to one summative evaluation. Assessment is an integral part of planning, student feedback and goal setting. • inappropriate practice: students are evaluated and assessed based on one or two assessments. Students are assessed using inconsistent, arbitrary measures that do not reflect the instructional objectives or learning opportunities.

19. Appropriate practices 2009NASPE • Achievement • appropriate practice: assessment is based upon clearly defined student goals related to appropriate (psychomotor, cognitive, and affective) content. Criteria for determining student achievement are clearly identified. Student grades are based upon individual progress toward the achievement of predetermined goals. • inappropriate practice: students are evaluated and graded on non-content related factors (participation, dress, effort). Students are graded on a single measure that is not valid or reliable.

20. For NASPE standards 1-6 SampLE assessments

21. NASPE 1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities

22. NASPE 1 • Scoring rubric - authentic, or rotating station, or pull-out group • Generic Rubrics for Several Activities • Basketball 4th(skill testing) • Jumping 1st • Underhand VB Serve • Strategy • Several sample rubrics • Checklist– whole class

23. NASPE 1 • Create and demonstrate a routine (gymnastics, dance) including grades for being an audience member • Self-Assessment – student assessment of oneself • Catching example • Peer Assessment - students assessment of one another • Students give feedback on the cues only • Teacher should practice with students the giving and receiving of meaningful feedback • Establish guidelines: • Give corrective and positive feedback together • Give only positive feedback • Don’t attach grades to peer feedback, completion scores only • Advantages: socialization, teaching of others, offsets larger class sizes, peer and self improvement, and greater interaction with the learning objectives

24. NASPE 1 • WCU psychomotor rubrics for activity classes (majors must average a 3.0 or repeat the assessment) • Belay technique, folk dance, swing dance, badminton, tennis, volleyball, basketball, field hockey, lacrosse, soccer, ultimate • No longer teaching field hockey or lacrosse • PE programs must balance breadth and depth and teach activities more than once per year • Canton Charter PE • Great resource posted online from a middle school PE teacher • Example assessment

25. NASPE 2 Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities

26. NASPE 2 • Student journals or learning logs – For example, attitudes about throwing and catching ability • Traditional pencil/paper quizzes (1, 2, 3, 4, 5, 6, 7, 8, 9, 10) • Many available on PECentral • http://www.pecentral.org/assessment/paperandpencilassess.asp • Create and post a monthly bulletin board (upper grades) • Individual or Group assignments (personal fitness program, wellness plan, research of community physical activity opportunities) • Sportfolio (1, 2) – check on own • Check for Understanding 7-up style: Thumbs up, thumbs down • Students can’t see one another’s answers, use a checklist for scoring • Assess on fitness knowledge, rules, strategies, nutrition etc • Pedometers – Write about improvement over time, do math calculations, create goals, etc…

27. NASPE 3 Participates regularly in physical activity • K-2: Draw pictures or ask students how they engage in physical activity at home • 3-12: Create a home activity log in conjunction with the regular classroom teacher • Have parents fill out a survey about their child

28. NASPE 3 Participates regularly in physical activity • 6-12: Practicum – Students required to participate in physical activity field experiences • Athletes are not exempted • Form partnerships with local community resources (fitness centers, tennis clubs, park and recreation leagues, equestrian centers, etc) where students must have their participation verified by a signature • Negotiate discounts or free trial for students • Require X number of hours per month or year; require X number of locations per year • According to Polar Survey, 9% of schools require something like this (2009)

29. NASPE 4 Achieves and maintains a health-enhancing level of physical fitness. Assessing Fitness Levels – There are conflicting viewpoints on how to assess health-related fitness. Some ideas: • Presidential Youth Fitness Program • Collaboration with fitnessgram, cooper institute, AAHPERD and President’s Council • Cloud based v. traditional • Improvement • Students that are fit or are improving score well. Only those who are unfit and not improving score poorly.

30. NASPE 4: Additional Fitness Considerations • I advocate creating a Cumulative Fitness Report which tracks a students health related fitness achievement/scores 4-12. When a student leaves elementary school, it goes with them to middle school and beyond. • Overweight/Obese Students • PE teachers have a responsibility to help these students because overweight children usually become overweight adults.

31. NASPE 5 & 6: • Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings • Students will choose physical activity for health, enjoyment, challenge, self-expression and/or social interaction to sustain a physically active

32. NASPE 5 & 6: • Farmington levels of involvement • Naugatuck daily grading scale • Hellison’s model • Journals – “The most important thing that I learned today was…” • Affective Rubric – scale of criteria that explains possible levels of performance (1, 2)

33. Sharing Data • Communicating data/grades is important both in communicating student progress, measuring student learning in terms of program improvement, and advocacy for PE both inside and outside school. • For example, with fitness assessments, you could send home 2-sided flyer. One side has their child’s fitnessgram results and how to interpret them. The second side could have: • Information about health and physical activity • Information about the PE program • An after-school health and physical activity workshop sponsored by the PE teacher

34. with Parents… • Newsletter combined with… • Report Card

35. Advocacy • Ideas - bulletin boards, newsletters, open houses, webpages, email blasts, parent/child activity nights, parent play days (bring a parent to PE), themed school dances and interactive homework to name a few (Henninger & Carlson, 2011; Lux, 2010). • Share the data as appropriate • Physical educators should look the part of professional educators and become involved in “academic” matters such as IEP meetings or writing across the curriculum while also taking the lead in the school wellness policies. Advocacy also entails meeting with state and national legislators about the importance of quality PE (Grabner, 2012).

36. Cycle of Instruction

37. Thanks for attending • Matthew Cummiskey • mcummiskey@wcupa.edu • Jason Clayton • jasonclayton8890@yahoo.com • Matt Kruk • MK761223@wcupa.edu • Materials available at: http://thenewPE.com Enjoy the rest of the conference!