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  1. Evaluation: Student Chapter 11

  2. Scenario: How will you justify grades? How will you explain to parents why a student received a “c” in physical education? What must you have documented?

  3. How you choose to evaluate reflects your values • Effort • Mastery of skill • Appropriate behavior and following directions • Cognitive understanding • Attitude • Ability to . . . . . . . . . (research, watch video and evaluate, etc) • Indicates to students how they should perform if they want to “make the grade.”

  4. Summative vs. Formative • Summative done periodically • Formative ongoing • May be recorded daily • May only be noted by teacher • Might have student reciprocal learning sheets recorded and turned in. • Student recorded (journals, portfolios)

  5. What pieces of assessment MUST be recorded to justify your grading decisions? • Where the student started • What the target (objective) was • The students level of progress toward that target

  6. If the parent sees the ‘C’ or ‘A’ on their son or daughter’s report card, does that letter grade really tell them what the student learned? • Do parents see most students doing P.E. homework? English? • How will parents know what we really do as Physical Education Professionals?

  7. Student Performance Assessment Sheet • Should be clear what was taught. • How it was assessed. • Students actual score. • How much the student progressed toward the target objective. • Was target met. Percentage of target. • Charts page 244-246 & 253

  8. How can we manage? • 1st year: Know which objectives you must use for assessment. • Find already prepared assessment instruments. • EPEC • Gradually create ones to suite your purpose • Prepare ahead! • Learn to use computer!

  9. Keep file folder for each student • Portfolio system • Learn how to make students more responsible • Use portfolios • Pay attention to what the data tells you! • Adjust teaching strategy • Change objectives • Look at mastery criteria, is it reasonable?

  10. Converting Assessments into “Grades” • How much “weight” will you place on mastery? • How much “weight” will you place on improvement? • How much “weight” should behavior have? • How much “weight” should you place on different objectives?

  11. Which group of students will benefit if you heavily weight “improvement?” • Which group of students will benefit if you heavily weight “skill mastery?” • Which group of students might benefit if you heavily weight “behavior?” • Page 255 chart

  12. Mastery defined in the original criteria for the objective is the absolute value -100% • How might the “mastery” level motivate or de-motivate different students? • This is the hardest philosophical part, in my opinion.

  13. Will your students earn an A just by showing up and dressing out? • If so, all you expect, is for them to be able to dress themselves. • Make sure your evaluation criteria, and their grade, reflect what they LEARN in your class. • Chart Page 257