Adapted Physical Education Assessment. The Issue: Assessment… the student or the student learning outcome? Do we need to assess?. West Chester University KIN 587 Rebecca Vineyard http// youtu.be / 4OMZ8Dg85h4. COLLEGE OF THE DESERT. COLLEGE OF THE DESERT. Objectives.
Assessment… the student or the student learning outcome? Do we need to assess?
West Chester University
Defines California College Adapted Physical Education
The History of Adapted Physical Education
Models of Adapted Physical Education
The intake process
The important elements of this contract:
Present Levels of Performance
Activities to Achieve Goal
Outcomes for the two most important
KINE 065- Adapted Physical Activity
This course is for students with disabilities and emphasizes the development of an individualized weight training and fitness program.
Student Learning Outcomes:
Upon successfully completing this course students will:
This is a General Education Assessment Report.
This report if filled out by the instructor who’s class has been chosen to be assessed by their division.
This process is a two-semester task. Portions of the assessment report are filled out each semester. We will consider each portion and how and when to fill it out for our adapted weight training class.
This is where the problem comes in. 32 percent of the students in the class did not complete their
Do we change the student learning outcome so everyone can succeed?
Do we need goals for students?
Isn’t it enough to assess the student on their effort?
Did they dress for PE?
Did they come to class each day?
Did they put in the effort needed to learn about weight training?
Do we use a proficiency grid such as is used in grades K-12?
Individually or in small groups the students create new movement strategies from skills they have learned in class. The teacher poses a "problem" such as a description of players in a football game and asks students to create a play strategy. Another example is to have students create a gymnastics routine based on a series of required skills. Even if the student is not agile or cannot perform the movement(s) well, this assessment tool determines the student's knowledge of what was taught.
A portfolio is a collection of students' work during a set period. This assessment tool allows students to be involved in the process as they determine for themselves what to include in the portfolio. The focus or theme of the portfolio, as well as criteria, must be clearly defined before the students begin to assemble their materials.
Students express their personal understanding of skills learned in class. This assessment tool also helps students to see the meaning of what they learn in PE to their lives outside of the classroom. Teachers interact with the student journals throughout the term. Journals can include structure assignments to help define the grading criteria. For example, the teacher may require students to include specific entries such as an improvement plan, study notes, analysis of problems and challenges.
This tool is a good example of informal assessment that is embedded in the teaching. It is absolutely necessary, however, for the teacher to have specific criteria for all judgments and to record the observations on a set form. The teacher should also provide feedback to the students on a regular basis and continue the observations over a prolonged period to determine progress.
This assessment tool can be combined with student journals, or used as an independent tool. Involve the students in setting personal goals and creating personalized action plans. Then have the students keep track of their daily, weekly and monthly progress on a set form. The teacher combines this with their own observations and follows through with assessment conferences in which the student adapts the plan of action to foster self-improvement.
STUDENT LEARNING OUTCOME
“Effects of Grading on Achievement in College Physical Education”
Rifle Class (3 grading groups)
50% participation and 50 % skill
Participation class showed erratic scores
2 bowling classes
1 class – no grade pass/fail
1 class- graded
Students in the grading group averaged 4.95 pins higher than non-graded group
PE Central-Central Washington University
Why Assess in PE?
Authors Stephen Jefferies and Toni Jefferies write an article about why we need or want to assess in Physical Education.
Gary is a 24 year old man. He has Cerebral Palsy which effects his left side. Movement is jerky with his left hand and left leg. He uses a cane as an aid in walking. He has joined our adapted weight training class.
Pretest- Post Test
Bicep curls 25 lbs 35 lbs
Leg Press 150 lbs 130 lbs
Leg extensions 60 lbs 50 lbs
Treadmill walking 1 mile 2 miles
Flexibility 10 minutes 15 minutes
Jefferies, S., Jefferies, T., & Mustain, W. "Why assess in PE?". PE Central. 16 Apr. 1997. Online. http://www.pecentral.org/assessment/assessmentresearch.html.
Long Beach Unified School District. (2010). Curriculum: Physical education k-12. Retrieved from http://www.lbusd.k12.ca.us/Main_Offices/Curriculum/Areas/Physical_Education/assessment.cfm
Mao, Y., & Zakrajsek, D. (2010). Effects on grading on achievement in college physical education. Physical Educator, 50(4), 201. doi: 9411283732