Measuring Performance in Students

1. Measuring Performance in Students Why this really important!

2. The Value of Measurement • Invaluable when done with purpose • Connected to goals and objectives • Teachers make informed decisions related to their students and their curriculum • Placement/Classification • Achievement • Improvement • Motivation

3. What does this mean to you? • “If physical education is to survive and flourish, it is imperative that they rely on measurement and evaluative techniques in the decision-making process.”

4. Three Domains • Physical Education is comprised of: • Psychomotor = skills and fitness • Cognitive = knowledge based learning • Affective/Personal-Social = attitudes & interactions

5. Domains • Psychomotor • If lessons have skill objectives, those skills must be evaluated • Skills tests [rubrics] • Teacher observation [rubrics] • Peer observation [rubrics] • To measure if the student did the activity w/o evaluating skill is measurement of participation and that is an affective/personal-social attribute

6. Domains • Cognitive • If lessons have cognitive objectives, they must be evaluated • Oral “quiz” • Written quiz • Role plays, scenarios, posters etc… can demo knowledge, it depends on the PURPOSE of the activity [rubrics]

7. Domains • Affective or Personal-Social • If lessons have affective objectives, they must be evaluated • Role plays, scenarios, posters, advertisements etc… can demo knowledge, it depends on the PURPOSE of the activity [rubrics] • Journals, reflections

8. Outcomes • Learning MUST be: • Observable • Measurable • Repeatable • Must identify observable behaviors that will tell us if we met our objectives • Objectives drive development of the lesson, the practice or the workout

9. Performance • Performance • Has historically been product based • Examples?? • Leads to notion only “athletes” can do well • Discourages learners • Defeats the purpose of education/fitness • Lifetime activity for all • Should be process based

10. Outcomes Education • We must document learning • If we want to be in school curriculum, we must document as other disciplines do or clearly identify the components of our assessments • If we can not document learning in 3 domains, we will have a hard time justifying the program in the schools

11. Terminology • Summative Evaluation = administration of tests at the conclusion of an instruction unit or training period • After instruction or training

12. Terminology • Formative Evaluation = begins during early stages and continues throughout instruction • During instruction or training • Diagnosis and feedback are key

13. Terminology • Norm-referenced • judge an individual’s performance in relation to that of others in a well defined group • Test a large # of people to develop • Common to use percentile rank • Presidential Physical Fitness Test

14. Terminology • Criterion referenced • Used to find if a specified level of performance has been reached • Yes/no; pass/fail; master/non-master • FITNESSGRAM