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? • How to Grade? Valid Assessment tools, Criteria for evaluation, weighting of multiple measurements
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
Meeting The Challenge: • Develop Your “Philosophy of Grading” • Develop Your “Grading System” • Develop a Method to Calculate Final Grades Efficiently
BEFORE YOU TEACH: • Before you ever set foot in the school, HAVE A PLAN! *Philosophy *Objectives *Weighting *Methods
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?
Grades Must be Related to Stated Objectives: • Final grade usually reflects a combination of psychomotor, cognitive and affective achievements
“Weighting” the Domains • Three Domains • Different “Importance” • Different “weights” reflect the “importance”
Let’s Take a Volleyball Unit: • Objectives: • Skills • Knowledge • Team Work • How Would YOU Weight their relative importance?
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!
Develop Your System: • Criteria for Good Practice: • Validity, Reliability, Objectivity, Simplicity • In Short: FAIR
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
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”?
The Test Will be Consistent: • Reliability! • The more consistent the scores are, the more reliable the grade is!
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
Teachers Should Teach – Not Grade… • Grades are important!!! – But should never interfere with teaching and learning! • Think of ways to simplify the task
“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?
Variety is Good: • Formal vs. Informal Assessment • Daily grades: 1-5 • Quick Quizzes: P/F • Student Portfolios • Formal Skills Tests
One Last Word: • Grading in PE presents unique challenges to maintaining Confidentiality: How Can You protect students?