Performance-Based Assessment for Middle and High School Physical Education

Table of Contents:
Part I. Introduction to Performance-Based Assessment Chapter 1. The Need for Change The Call for Change in Education Standards-Based Instruction Types of Assessment in Standards-Based Instruction Effect on Teaching When Standards Are Used Role of Assessment in Physical Education Programs Changing the Assessment Culture in Physical Education Conclusion Chapter 2. Assessing the Psychomotor Domain to Enhance Student Learning Purpose of Assessment What Are Performance-Based Assessments? Characteristics of Performance-Based Assessment Types of Performance-Based Assessments Advantages of Using Performance-Based Assessments Concerns When Using Performance-Based Assessments Conclusion Chapter 3. Using Cognitive and Affective Learning Domain Assessments Effectively in Physical Education Traditional Test Questions Used for Cognitive and Affective-Domain Assessments Selected-Response Questions Performance-Based Assessments for Cognitive and Affective-Domain Learning Projects Journals Role Plays What Are Open-Response Questions? Comparing Open-Response and Essay Questions Characteristics of Open-Response Questions Types of Open-Response Questions How to Write Open-Response Questions Suggestions for Using Open-Response Questions Conclusion Chapter 4. Rubrics What Is a Rubric? Benefits of Using Rubrics Criteria for Rubrics Choosing the Most Appropriate Rubric How to Create Quantitative Rubrics How to Create Qualitative Rubrics Special Considerations in Creating Rubrics Rubric Hints and Guidelines Conclusion Part II. Managing and Implementing Physical Education Lessons Chapter 5. Creating a Classroom Climate That Supports Standards-Based Instruction Creating a Positive Learning Environment Teacher Expectations The Importance of Having a Good Learning Climate Structuring the Classroom Environment Working With Equipment Managing Space Managing Time Developing Rules for Physical Education Classes Reinforcing Behaviors Rewarding Positive Behaviors Disciplining Students Conclusion Chapter 6. Effective Teaching Strategies for Standards-Based Instruction The Complexity of Games and Physical Activities How Much to Include in Your Unit of Instruction Application Tasks Presenting Learning Tasks Monitoring Student Learning Asking Questions in Physical Education Resources During Instruction Pacing and Opportunity to Respond Applying Motor Learning Concepts While Teaching Conclusion Chapter 7. Assessing With Instructional Models Direct Instruction Sport Education Instructional Model (IM) Tactical Games or Teaching Games for Understanding Instructional Model (IM) Cooperative Learning Personalized System of Instruction Teaching Personal and Social Responsibility Conclusion Part III. Components of Performance-Based Assessment Chapter 8. Developing Culminating and Progressive Assessments Culminating (Summative) Assessments Progressive Learning Activities and Assessments Tumbling Unit Target Archery Unit Golf Unit Soccer Unit Conclusion Chapter 9. Planning for Continuous Performance-Based Assessment Major Unit Focus Culminating (Summative) Assessment and Evaluation Rubric Essential Knowledge, Skills, and Abilities Progressive Learning Activities and Formative Assessments Critical Resources Planning Lessons From the Unit Plan Conclusion Chapter 10. Developing Standards-Based Units of Instruction for Invasion Sports Major Soccer Unit Focus Culminating (Summative) Assessment and Evaluation Rubric Essential Soccer Knowledge, Skills, and Abilities Progressive Learning Activities and Formative Assessments Critical Resources How to Use the Student Soccer Portfolio Ultimate: Standards-Based Unit of Instruction Major Ultimate Unit Focus Culminating or Summative Assessment and the Evaluation Rubric Essential Ultimate Knowledge, Skills, and Abilities Progressive Learning Activities and Formative Assessments Critical Resources Conclusion Chapter 11. Using Portfolios to Assess Physical Activities and Fitness Types of Portfolios Advantages of Using Portfolio Assessment Disadvantages of Using Portfolios Portfolio Guidelines in Performance-Based Assessment Evaluating Portfolios Integrating Fitness Education and Assessment Into the Physical Education Curriculum Resources for Fitness Education Curriculum, Instructions, and Assessment Using Technology to Assess Physical Activity Participation Levels High School Fitness Portfolio Conclusion Chapter 12. Using Standards-Based Instruction to Teach Dance Why Include Dance in Physical Education? Planning a Dance Unit Teaching Structured Dance Teaching Creative Dance Teaching Social Dance Using Portfolios to Assess Dance Conclusion Part IV. Grading and Implementing Continuous Performance-Based Assessment Chapter 13. Effective Grading in Physical Education Purposes of Grading and Grade Reporting Developing a Meaningful Grading System Problems With Traditional Grading Practices Grade Formats in Physical Education Effective Grading in Physical Education Grading Before You Have a Rubric Developed Challenges in Using Effective Grading Practices Grading Practices for Students With Special Needs Hints and Suggestions for More Effective Grading Practices Conclusion Chapter 14. Acquiring Assessment Savvy Planning the Assessment Process Lund and Kirk’s Tips for Acquiring Assessment Savvy Conclusion

About the Author :
Jacalyn Lea Lund, PhD, is a professor and the chair of the department of kinesiology and health at Georgia State University in Atlanta. She began her teacher educator career in 1990 following graduation from Ohio State University and had 16 years of teaching experience in public schools prior to that. She has presented on assessment at conferences and numerous workshops and has taught many classes on assessment in physical education. Dr. Lund has been a member of SHAPE America for over 40 years, most recently serving as the association’s president. She was on the committee that developed the organization’s 1995 content standards for physical education. In 2013 she was inducted into the SHAPE America Hall of Fame. She is a fellow of the National Academy of Kinesiology. Dr. Lund loves spending time with her family, dancing, reading, and, as she puts it, “having her dogs take her for a walk.” Mary Fortman Kirk, PhD, is a professor of physical education at Northern Kentucky University (NKU). She was an NKU department chair for eight years and is a former coordinator of the health and physical education programs. She also taught physical education at the high school level for 10 years. Dr. Kirk has given many presentations on portfolios and alternative assessment at conferences, including those of SHAPE America and the National Association for Physical Education in Higher Education. She was appointed by the Kentucky commissioner of education to serve on the state task force for the development of physical education assessment and performance assessment of new teachers. Dr. Kirk earned an MA in motor learning and physical education from Michigan State University in 1973 and a PhD in motor development and teacher preparation from Ohio State University in 1989. She is the author of two books on pre-sport development programs for the National Alliance for Youth Sports and for the Girl Scouts of the USA.